bluuebunny/crossref_metadata_2025 huggingface dataset:
The Special Education Elementary Longitudinal Study and the National Longitudinal Transition Study
Authors: Wagner Mary , Kutash Krista , Duchnowski Albert J. , Epstein Michael H.
Published: May 2008

The purposes of this article are to (a) describe the design features of two longitudinal studies,the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study—2 (NLTS2) and (b) outline their potential implications for policy, practice, research, advocacy, and system development for children and youth with emotional disturbances (ED). We begin by reviewing the role of longitudinal research and its importance in building the knowledge base regarding these children and youth. A review of illustrative longitudinal studies conducted on children and youth with ED points to the potential of a longitudinal design for providing much needed information but also reveals the limitations and inconsistencies in both the samples and methods of existing studies that hamper development of policy and practice. SEELS and NLTS2 are offered as exemplars of the type of studies needed to supply critical information to the field. We describe key features of these studies and how they will extend the research knowledge base.We conclude by outlining the implications of the two studies for key issues in improving outcomes for children and youth with ED.
Comorbidity and Unmet Service Needs Among Medicaid-Enrolled Children With Identified Disabilities
Authors: Boothroyd Roger A. , Armstrong Mary I.
Published: May 2008

The comorbidity of health and mental health problems among Medicaid-enrolled children and youth in Florida with a designated health or mental health disability was examined and compared to that of Medicaid-enrolled children with no disability. Slightly higher rates of health problems (42%) were found among children with mental health disabilities compared to the rate of mental health problems (35%) found among children with health disabilities.Within both groups, similar rates (~ 26%) of current comorbid health and mental health problems were found. Regarding health services, less than 1% to 11% of the children experiencing significant health problems were receiving no services, depending on disability group. Rates of unmet mental health needs were higher, ranging from 4% among children with no identified disability to 22% among children with an identified health disability.These data support the need for a comprehensive health policy emphasizing the assessment of all Medicaid-enrolled children with disabilities for comorbid health or mental health problems.
The Relationship Between Parental Psychopathology and Adolescent Psychopathology
Authors: Ohannessian Christine Mccauley , Hesselbrock Victor M. , Kramer John , Kuperman Samuel , Bucholz Kathleen K. , Schuckit Marc A. , Nurnberger John I.
Published: May 2008

The primary goal of this study was to examine the relationship between parental psychopathology (specifically, alcohol dependence and depression) and adolescent psychopathology, by the gender of the adolescent and the gender of the parent.The sample included 426 13- to 17-year-old adolescents and their parents. All participants were administered the SemiStructured Assessment for the Genetics of Alcoholism to obtain clinical psychiatric diagnoses. Paternal psychopathology (depression and alcohol dependence) significantly predicted adolescent alcohol dependence, whereas maternal psychopathology did not. Maternal alcohol dependence did not predict any of the adolescent psychiatric diagnoses. In contrast, both paternal depression and maternal depression significantly predicted adolescent conduct disorder and depression. In addition, maternal depression significantly predicted adolescent anxiety.No significant interactions between parental psychopathology and adolescent gender were observed. Nevertheless, results from this study underscore the importance of considering the gender of the parent when examining the relationship between parental psychopathology and psychopathology in the offspring.
The Children and Youth We Serve
Authors: Wagner Mary , Kutash Krista , Duchnowski Albert J. , Epstein Michael H. , Sumi W. Carl
Published: May 2008

This article provides a national perspective of children and youth with emotional disturbances (ED) served in special education using data from the Special Education Elementary Longitudinal Study and the National LongitudinalTransition Study—2. Data sources comprise teachers,school records, the students, and their parents. Results indicate that children and youth with ED live in households in which multiple risk factors exist for poor life outcomes. As a group, these children and youth have serious and multiple impairments that include an array of emotional disabilities, poor communication skills, and low academic achievement. There is a considerable gap between initial identification of problems and the onset of service delivery, a high rate of suspension and expulsion, and an unstable school environment. Parents of children and youth with ED work harder to secure services for their children and are less satisfied with services than parents of children in other disability groups. Implications of the findings point to a need to emphasize programs that address both the academic and the behavioral needs of these children and youth.
Predicting the Persistence of Aggressive Offending of African American Males From Adolescence Into Young Adulthood
Authors: Rabiner David L. , Coie John D. , Miller-Johnson Shari , Boykin Anne-Sylvie M. , Lochman John E.
Published: May 2008

This study examined the predictors of aggressive offending that persisted from adolescence into young adulthood in an initial sample of 622 African American youth who were interviewed every 2 years between the ages of 12 and 22. Participants were classified as persistent aggressive offenders ( n = 27) if they reported committing a felony assault during adolescence and young adulthood; as adolescent-only aggressive offenders ( n = 65) if they reported a felony assault during adolescence but not during young adulthood; and as never aggressive ( n = 102) if they never reported a felony assault. (Participants with missing data who could not be accurately classified were excluded from the sample.) Compared to aggressive offenders, persistent aggressive offenders were more likely to be male and to have been rejected by peers in late childhood.They also reported more attentiondeficit/hyperactivity disorder (ADHD) symptoms in late childhood.Compared to participants who never reported an aggressive offense,adolescent-only aggressive offenders were rated as more aggressive by peers and reported more ADHD symptoms but were not more likely to have been rejected.
Factors Associated With Participation of Children With Mental Health Problems in Structured Youth Development Programs
Authors: Keller Thomas E. , Bost Noel S. , Lock Eric D. , Marcenko Maureen O.
Published: May 2008

Comprehensive community care principles emphasize the importance of positive community-based activities for children with emotional and behavioral disorders (EBD), and caregivers frequently indicate the need for recreation and after-school programs.This study examined the involvement of children with EBD in positive youth development programs and investigated factors associated with their participation. From a sample of children in an urban public mental health system, interviews with the child and primary caregiver assessed child behavior and mental health, family functioning, and social demographic status. At 6 month follow-up, caregivers reported child participation in structured recreational/educational activities. Participation was positively associated with parents' level of education and negatively associated with child problem behaviors. An interaction effect involving parent education and child externalizing behaviors was identified. Also, controlling for child behavior, activity participation was associated with the impact of the child's mental health condition on the family. Considerations for assessing and overcoming barriers to participation are discussed.
Self-Report Measures of Juvenile Psychopathic Personality Traits
Authors: Vaughn Michael G. , Howard Matthew O.
Published: May 2008

The authors evaluated self-report instruments currently being used to assess children and adolescents with psychopathic personality traits with respect to their reliability, validity, and research utility. Comprehensive searches across multiple computerized bibliographic databases were conducted and supplemented with manual searches. A total of 30 articles incorporating the following nine measures of juvenile psychopathy were identified: Antisocial Process Screening Device (APSD), Millon Adolescent Clinical Inventory—derived Murrie and Cornell Psychopathy Scale (MC-P), Psychopathy Scale—16 (PS-16), modified Childhood Psychopathy Scale (mCPS), Minnesota Multiphasic Personality Inventory and Minnesota Multiphasic Personality Inventory— Adolescent Version (MMPI and MMPI-A), NEO-Personality Inventory—Revised (NEO-PI-R), Psychopathic Personality Inventory (PPI), Psychopathy Scale—11 (PS-11), and Youth Psychopathic Traits Inventory (YPI). Current research shows limited utility for the MMPI-A, preliminary yet promising results for the PS-11, PS-16, andYPI, and a growing database of support for the APSD, mCPS, MC-P, NEO-PI-R, and PPI.Although the clinical utility of self-report psychopathy assessment is still open, there are some indications that self-report measures can identify psychopathic traits that are associated with criminological outcomes.
The Oregon First Step to Success Replication Initiative
Authors: Walker Hill M. , Golly Annemieke , McLane Janae Zolna , Kimmich Madeleine
Published: May 2008

First Step to Success is a collaborative home and school early intervention program designed to address secondary prevention goals and outcomes for behaviorally at-risk children in the K—2 age-grade range (see Walker, Kavanagh, Stiller, Golly, Severson, & Feil, 1998; Walker, Stiller, Golly, Kavanagh, Severson, & Feil, 1997). In 1999 the Oregon state legislature provided approximately $450,000 over a 2-year period to begin making the First Step program available to all school districts and individual schools in Oregon that wished to adopt it. The Human Services Research Institute (HSRI) of Salem was awarded a subcontract from the Oregon legislature to conduct a program evaluation of the First Step initiative. HSRI evaluation results closely replicated those obtained by the First Step program's authors in the initial trial testing and evaluation of its effects during the development process. As a rule, the HSRI evaluators found consistently positive consumer satisfaction levels from First Step program participants but reported that the fidelity and overall quality of First Step implementation varied widely from excellent to quite poor. The implications for First Step applications, implementation processes, and expected program benefits are presented.
A One-Session Intervention for Parents of Young Adolescents
Authors: Lim May , Tormshak Elizabeth A. S , Dishion Thomas J.
Published: May 2008

Parent training groups frequently show low attendance rates and are often costly to administer. Accordingly, there is an urgent need to develop and evaluate brief, effective interventions that can be delivered in a timely and cost-effective manner. Using two therapeutic components that have demonstrated efficacy, the following study attempted to demonstrate the effectiveness of a brief, 2-hour parenting program. Eighty-one families were randomly assigned to the control or videotape modeling and group discussion (VMG) condition. Self-reports and observer ratings reflected a trend toward greater parental involvement among parents in the VMG condition compared to parents in the control group. Findings from this study are promising and show that even a brief, 2-hour intervention can be effective at motivating parents to change behavior.
Support, Empowerment, and Education
Authors: Ruffolo Mary C. , Kuhn Mary T. , Evans Mary E.
Published: May 2008

n this article we describe the results of a randomized trial ( N = 94) that developed and evaluated a multiple family group psychoeducation interIvention (MFGPI) for parents/primary caregivers of children with serious emotional disturbance (SED) enrolled in community-based child and youth intensive case management programs. Through group problem-solving and interactive knowledge development activities, the MFGPI addressed the key components of social support, parent education,and parental empowerment. The structured group sessions used a professional/parent leadership model. Parents/primary caregivers were randomly assigned to one of two treatment conditions (intensive case management plus adjunctive MFGPI or “treatment as usual” intensive case management). Parent problem-solving skills, parental coping skills, perceived social support resources,and child behavior were measured at three points in time (baseline, 9 months, and 18 months). No statistically significant difference occurred by group condition for the key variables of social support versus problem-solving/coping measures; parents in both intervention conditions had significantly more individuals to help them out over time.Youth behavior in both conditions improved significantly over time as measured by the overall child behavior scores.Analysis of the time by intervention interaction suggested that parents in the group condition also reported significant improvements on child externalizing and internalizing behavior scores and several subscale behavior scores.
Universal Emotional Health Screening at the Middle School Transition
Authors: Vander Stoep Ann , Mccauley Elizabeth , Thompson Kelly A. , Herting Jerald R. , Kuo Elena S. , Stewart David G. , Anderson Cheryl A. , Kushner Siri
Published: May 2008

This article describes the implementation of the Developmental Pathways Screening Program (DPSP) and an evaluation of program feasibility, acceptability, and yield. Using the Mood and Feelings Questionnaire (MFQ) and externalizing questions from the Youth Self Report (YSR;Achenbach, 2001), universal classroom-based emotional health screening was implemented with students as they began middle school. Of all sixth graders enrolled in four participating Seattle schools, 861 (83%) were screened. Students who screened positive for emotional distress (15% of students screened) received onsite structured clinical evaluations with children's mental health professionals. Seventy-one percent of students who were evaluated were found to be experiencing significant emotional distress, with 59% warranting referral to academic tutoring, school counselor, and/or community mental health services. Successful implementation of in-class screening was facilitated by strong collaboration between DPSP and school staff. Limitations of emotional health screening and the DPSP are discussed, and future steps are outlined.
ADHD Treatment Patterns of Youth Served in Public Sectors in San Diego and Puerto Rico
Authors: Leslie Laurel K. , Canino Glorisa , Landsverk John , Wood Patricia A. , Chavez Ligia , Hough Richard L. , Bauermeister Jose J. , Ramirez Rafael
Published: May 2008

This article investigates geographic variation in stimulant medication use by youth with attention-deficit/hyperactivity disorder (ADHD) served by public mental health and/or drug and alcohol programs in San Diego ( n = 790) during 1997—1998 and in Puerto Rico ( n = 726) during 1998.Youth were stratified into four groups: (a) ADHD, (b) ADHD—not otherwise specified (ADHD-NOS), (c) other DSM-IV diagnoses, (d) no diagnosis. Reported rates of stimulant use were as follows: ADHD, 32.9% (Puerto Rico) and 38.8% (San Diego), and ADHD-NOS, 20.2% (Puerto Rico) and 17.8% (San Diego).Youth in San Diego were more likely to use other psychotropics and to have experienced residential or inpatient care compared with youth in Puerto Rico. A regression model indicated that predictors of stimulant use at both sites included ADHD, ADHD-NOS, male gender, and younger age. Despite sociodemographic and cultural differences, both settings demonstrated similar patterns of stimulant use, suggesting these medications are not over-used in public sectors.
Educating Students With Emotional Disturbances
Authors: Wagner Mary , Friend Marilyn , Bursuck William D. , Kutash Krista , Duchnowski Albert J. , Sumi W. Carl , Epstein Michael H.
Published: May 2008

This article provides a national perspective on the schools and school programs for students with emotional disturbances (ED) who are served in special education, using nationally representative data from the Special Education Elementary Longitudinal Study (SEELS) and the National Longitudinal Transition Study-2 (NLTS2).The authors describe school characteristics and resources; educational programs, services, and supports; and students' experiences in general education academic classes and note differences among students with ED at the elementary, middle, and high school grade levels. Based on available data, the authors were able to make some comparisons with students with disabilities other than ED who received special education services and with students without disabilities. For example, findings suggest that (a) students with ED attend larger schools with higher proportions of students who receive special education services than is true for U.S. schools as a whole; (b) although most of these students spend some time in general education classrooms, they are included in such classes less often than students with other disabilities and are likely to have teachers who feel unprepared to work with them; and (c) they are likely to receive accommodations in those classes but are unlikely to receive academic support services, such as tutoring, to help them succeed. Mental health and family support services are not commonly provided for these students, and most academic and behavioral supports are less common at the high school level than at the elementary or middle school levels.The authors conclude with implications for mental health and special education communities and for their collaboration.
Naturalistic Study of the Behavior of Students With EBD Referred for Functional Behavioral Assessment
Authors: Erickson Marcia J. , Stage Scott A. , Nelson J. Ron
Published: May 2008

A descriptive study of 22 students (K—10th grade) with emotional and behavioral disabilities (EBD) who were referred for functional behavioral assessment (FBA) revealed less on-task and more avoidant and inappropriate behaviors in comparison to classroom peers without EBD. Students who had been diagnosed as having attention-deficit/hyperactivity disorder and were taking psychotropic medications had higher levels of inappropriate behavior. However, sequential analysis showed that individual variation in teacher and peer attention as consequent events best predicted students' inappropriate behavior. These findings indicate that individual differences in the consequent events that purportedly maintain problem behavior are unique to the student, as proponents of FBA have suggested.
Children's Moods, Fears, and Worries
Authors: Bayer Jordana K. , Sanson Ann V. , Hemphill Sheryl A.
Published: May 2008

Internalizing disorders are a public health issue affecting up to 20% of school-age children,yet few receive assistance. Internalizing difficulties can emerge in the preschool years,with stability from this time onward.To inform prevention programs, knowledge is needed about early internalizing indicators in community samples.This study describes initial development of the Children's Moods, Fears, and Worries Questionnaire, a parent report measure for toddler and preschool internalizing difficulties. Potential internalizing indicators were identified via literature review and pilot testing.These indicators were empirically examined with 112 parents of 2-year-old children drawn from the community and followed longitudinally to age 4. Parents rated their child on symptoms of anxiety, depression, inhibition, peer withdrawal, and separation insecurity. The new questionnaire included items that grouped statistically at 2 and 4 years.It demonstrated internal consistency, test—retest stability, and initial construct validity.While further research is needed to assess predictive validity and to establish clinical cut-points and community norms, the questionnaire appears to be a useful instrument for assessment of young children's internalizing difficulties.
Academic, Social, and Behavioral Characteristics of High School Students With Emotional Disturbances or Learning Disabilities
Authors: Lane Kathleen L. , Carter Erik W. , Pierson Melinda R. , Glaeser Barbara C.
Published: May 2008

In this article, we examine similarities and differences in the academic, social, and behavioral skills of high school students with emotional disturbances (ED) and learning disabilities (LD). Two groups of high school students with ED ( n = 45) and LD ( n = 49) were compared on nine measures in academic, behavioral, and social domains using multivariate procedures. Results indicated that there were significant differences in the characteristics of these students, with seven of the original nine variables differentiating group membership. In general, adolescent students with LD exhibited higher levels of social competence and lower levels of behavioral problems as compared to adolescent students with ED. Findings also revealed that a substantial percentage of the variance (50%) between adolescents with ED and adolescents with LD could be explained. Furthermore, the variables in this model differentiated between these two groups, with 78.57% of students with ED and 78.95% of students with LD being correctly classified. Limitations of the study are discussed and directions for future research are offered.
Supporting Transition-Age Youth With and At Risk for Emotional and Behavioral Disorders at the Secondary Level
Authors: Lane Kathleen L. , Carter Erik W.
Published: May 2008

Although the task of intervening with transition-age youth with emotional and behavioral disorders (EBD) may be daunting, this area of inquiry is sorelyneed ed. In this introductory article, the authors discuss the scarcity of available research involving students with EBD at the secondary level and the importance of meeting these students' educational needs to promote success during and beyond high school and overview the focus of this special series on secondary school-age youth with or at risk for emotional and behavioral disorders.
Experience of Strain Among Types of Caregivers Responsible for Children With Serious Emotional and Behavioral Disorders
Authors: Taylor-Richardson Kelly D. , Heflinger Craig Anne , Brown Tony N.
Published: May 2008

Parents and relative caregivers of children with severe emotional and behavioral disorders (EBD) often report high levels of strain associated with the care of that child.This study compares how parents and other relative caregivers, and different family caregiver groups, experience strain. Overall, we found that Medicaid caregivers ( n = 648) reported high levels of objective strain, whereas military caregivers ( n = 978) had high scores on the subjective internalized and externalized subscales of the Caregiver Strain Questionnaire (CGSQ). An exploratory common factor analysis showed that overall,the CGSQ performed similarly for the Medicaid and the military caregivers and was generally consistent with previous research showing three factors. However, among Medicaid caregivers, other relatives ( n = 109) reported two rather than one type of objective strain, and emotionally based items had lower correlations with the latent factor among other relatives as compared with parents ( n = 539).These findings suggest the need to tailor approaches to assisting different groups of caregivers in coping with their strain.
Anxiety and Mood Disorders in Adolescents With Childhood Attention-Deficit/Hyperactivity Disorder
Authors: Bagwell Catherine L. , Molina Brooke S.G. , Kashdan Todd B. , Pelham William E. , Hoza Betsy
Published: May 2008

In this study, the authors examined the association between childhood attention-deficit/hyperactivity disorder (ADHD) and anxiety and mood disorders in adolescence.They compared a group of 142 adolescents ages 13 to 18 years with a history of ADHD in childhood to group of 100 community-recruited adolescents without ADHD.The two groups did not differ in rates of anxiety and mood disorders in adolescence.Within the ADHD group, however, anxiety and mood disorders in adolescence were predicted by childhood externalizing disorder symptoms and social problems but not by childhood internalizing disorder symptoms.The current findings provided little evidence of an overall increased risk for anxiety and mood disorders in adolescents who had childhoodADHD.Children with ADHD who have more severe externalizing symptoms and social problems in childhood may be at elevated risk for certain internalizing disorders.
Children in Out-of-Home Care: Entry Into Intensive or Restrictive Mental Health and Residential Care Placements
Authors: James Sigrid , Leslie Laurel K. , Hurlburt Michael S. , Slymen Donald J. , Landsverk John , Davis Inger , Mathiesen Sally G. , Jinjin Zhang
Published: May 2008

Using longitudinal data from the National Survey on Child and Adolescent Well-Being (NSCAW), this study investigates entry into intensive or restrictive settings during a 36-month study period. Specifically, this analysis examines entry into treatment foster care, group homes, residential treatment, and inpatient psychiatric care for youth placed into out-of-home care ( n = 981). It aims to determine at what point in their first out-of-home episodes and for what reasons youth entered such settings. As NSCAW used a national probability sampling design,this analysis provides national estimates about entry into intensive or restrictive settings for youth in out-of-home care. Twenty-five percent of youth ( n = 280) experienced an intensive or restrictive setting during their first out-of-home care episode; 70% were in either group homes (33.2%) or residential treatment settings (37.0%).About half of the youth with such placements (48.9%) were placed into intensive or restrictive settings as a first placement during their first out-of-home episode.
Education and Treatment for Boys Who Set Fires: Specificity, Moderators, and Predictors of Recidivism
Authors: Kolko David J. , Herschell Amy D. , Scharf Deborah M.
Published: May 2008

Given the relative absence of treatment outcome studies, information about the specificity and utility of interventions for children who set fires has not been reported. In a treatment outcome study with young boys referred for firesetting that compared brief home visitation from a firefighter, fire safety education (FSE), and cognitive—behavioral treatment (CBT), we examined the specificity, potential moderators, and predictors of recidivism. FSE exerted specific effects on some fire knowledge and safety measures, as expected; CBT tended to show specific effects only on positive problem solutions. Potential moderators of FSE and CBT were suggested in an exploratory analysis (e.g.,exposure to fire models/materials,child's general fire knowledge, and family functioning). Fire history,fire attraction, and externalizing behaviors were among the predictors of firesetting recidivism. Implications of these findings for assessment and intervention are discussed in the context of future research directions.
Adolescents With Conduct Disorder Can Be Mindful of Their Aggressive Behavior
Authors: Singh Nirbhay N. , Lancioni Giulio E. , Singh Joy Subhashni D. , Winton Alan S.W. , Sabaawi Mohamed , Wahler Robert G. , Singh Judy
Published: May 2008

Adolescents with conduct disorder frequently engage in aggressive and disruptive behaviors. Often these behaviors are controlled or managed through behavioral or other psychosocial interventions. However, such interventions do not always ensure lasting changes in an adolescent's response repertoire so that he or she does not engage in aggression when exposed to the same situations that gave rise to the behavior previously. Mindfulness training provides a treatment option that helps an individual focus and attend to conditions that give rise to maladaptive behavior.Using a multiple baseline design,we assessed the effectiveness of a mindfulness training procedure in modulating the aggressive behavior of three adolescents who were at risk of expulsion from school because of this behavior. The adolescents were able to learn the mindfulness procedure successfully and use it in situations that previously occasioned aggressive behavior.This led to large decreases in the aggression of all three individuals. Follow-up data showed that the adolescents were able to keep their aggressive behavior at socially acceptable levels in school through to graduation. Maladaptive behaviors, other than aggression, that the adolescents chose not to modify, showed no consistent change during mindfulness training, practice, and follow-up.
Further Evidence of the Utility and Validity of a Measure of Outcome for Children and Adolescents
Authors: Turchik Jessica A. , Karpenko Veronika , Ogles Benjamin M.
Published: May 2008

The Ohio Youth Problems, Functioning, and Satisfaction Scales (Ohio Scales) are a recently developed set of measures designed to be a brief, practical assessment of changes in behavior over time in children and adolescents. The authors explored the convergent validity of the Ohio Scales by examining the relationship between the scales and subscales' scores generated by parents, agency workers, and youth of the Ohio Scales and DSM—IV diagnoses in a sample of 3,569 youth ages 5 to 18 across parent, agency worker, and youth reports.The Ohio Scales demonstrated evidence of convergent validity when predicted relationships between the scales and diagnoses were examined. The Ohio Scales also showed evidence of differentiating among broad diagnostic categories. By understanding how the Ohio Scales relate to routine clinical operations, the scales can be better used to create treatment plans and validate diagnoses, in addition to creating outcome management systems and evaluating the effectiveness of children's mental health services.
Development and Validation of a Behavioral Screener for Preschool-Age Children
Authors: Distefano Christine A. , Kamphaus Randy W.
Published: May 2008

The purpose of this study was to document the development of a short behavioral scale that could be used to assess preschoolers' behavior while still retaining adequate scale coverage, reliability, and validity. Factor analysis and item analysis techniques were applied to data from a nationally representative, normative database to create a 23-item behavioral screener to be used to identify children at risk. Screener sum scores were created and correlated with kindergarten and second-grade measures to assess validity evidence. Additionally, a receiver operating curve analysis created a cut score for making decisions about the need for further assessment. Based on the information collected, the 23-item screener was useful for assessing preschool-age students' behavior characteristics.
Outcomes From Wraparound and Multisystemic Therapy in a Center for Mental Health Services System-of-Care Demonstration Site
Authors: Faw Stambaugh Leyla , Mustillo Sarah A. , Burns Barbara J. , Stephens Robert L. , Baxter Beth , Edwards Dan , Dekraai Mark
Published: May 2008

This study examined outcomes for 320 youth in a Center for Mental Health Services system-of-care demonstration site. Youth received wraparound-only ( n = 213), MST-only ( n = 54), or wraparound + MST ( n = 53). Participants were 12 years old on average and mostly White (90%), and 75% were Medicaid-eligible. Service use and functional and clinical outcomes were examined at 6-month intervals out to 18 months.All three groups improved over the study period. The MST-only group demonstrated more clinical improvement than the other groups. Functional outcomes did not differ significantly across groups.Youth in wrap + MST had higher baseline severity and experienced less clinical and functional change than the other two groups, despite more mental health service use. Targeted, evidence-based treatment may be more effective than system-level intervention alone for improving clinical symptoms among youth with serious emotional disorders served in community-based settings. New or amended approaches may be needed for youth with the most severe disorders.
Who Administers Wraparound?
Authors: Bruns Eric J. , Walrath Christine M. , Sheehan Angela K.
Published: May 2008

The wraparound care management process has been cited as a promising means for making evidence-based treatments relevant and accessible to youth with mental health needs and their families. However, there has been little research on the background and training of providers who participate on wraparound teams. In the current study, the authors examined the prevalence of wraparound implementation nationally in systems of care and the background,training,organizational supports, and perceptions of evidence-based treatments (EBTs) for professionals who implement wraparound. Results suggest that wraparound implementation is common across communities and that wraparound providers are different from other professionals.They are,for example,less likely to have an advanced degree, more likely to have received their training from agency inservices, less likely to receive manuals with their training, and more likely to report fully implementing treatment protocols.Wraparound providers are also more likely to report that their agency or organization mandated implementation of EBTs. Results provide several implications for wraparound model specification, development of quality assurance supports, and a need for higher education to better orient trainees to models and philosophies such as wraparound.
Teacher and Parent Ratings of Children With Depressive Disorders
Authors: Mattison Richard E. , Carlson Gabrielle A. , Cantwell Dennis P. , Asarnow Joan Rosenbaum
Published: May 2008

The fields of child psychology and psychiatry have not yet established the clinical presentation in school of children and adolescents who have been diagnosed as having a depressive disorder. To address this issue, the authors used teacher ratings on scale oriented to the third, revised edition of the Diagnostic and Statistical Manual of Mental Disorders ( DSM-III-R). Based on DSM-III- R diagnoses generated from interviews—using the Schedule for Affective Disorders and Schizophrenia for School Age Children, Epidemiological Version (K-SADS-E)—of parents and children ages 6 to 18 years old ( N = 153), the authors formed three groups of children: Depressed, Attention-Deficit/ Hyperactivity Disorder, and Control. They then used the DSM-oriented scales of Achenbach's Teacher's Report Form and the Child Behavior Checklist, the latter completed by parents, to compare the children in each group.Teacher— parent agreement on the scales was consistent with the results from past studies.Teacher ratings distinguished among the groups almost identically to parent ratings; in particular, the Affective Problems scales significantly differentiated the Depressed group from the other two groups. Furthermore, teachers rated substantial numbers of members of the Depressed group with serious levels of both affective and anxious symptoms. Overall, teacher accuracy in identifying children with depression was 66% on the Affective Problems scales. In addition, the ratings identified two subgroups of the Depressed group: Parent-Identified Only and Teacher/Parent-Identified. Consequently, teachers appear to make clinically relevant ratings of depression in children that may enhance the diagnosis and treatment monitoring of depressive disorders in children and adolescents.
The Effectiveness of Using a Multiple Gating Approach to Discriminate Among ADHD Subtypes
Authors: Simonsen Brandi M. , Bullis Michael D.
Published: May 2008

This study explored the ability of Systematically Progressive Assessment (SPA), a multiple gating approach for assessing students with attention-deficit/hyperactivity disorder (ADHD), to discriminate between subtypes of ADHD. A total of 48 students with ADHD (ages 6—11) were evaluated with three “gates” of assessment. Logistic regression analysis was used to examine the predictive utility of measures within each gate to accurately classify students with the appropriate subtype of ADHD (inattentive or hyperactive—impulsive/combined). Preliminary results indicate that children with ADHD can be classified with the appropriate subtype, on the basis of parents' and observers' ratings of student behavior, with 88% accuracy.
Risk and Protective Factors Contributing to the Longitudinal Psychosocial Well-Being of Adopted Foster Children
Authors: Simmel Cassandra
Published: May 2008

This study is based on a statewide longitudinal sample of adopted foster youth and explores the relationship between early pre-adoption risk factors and subsequent elevated levels of psychopathology symptomatology. One central goal of the study was to evaluate the impact of pre-adoption stressors (prenatal drug/nicotine exposure, early maltreatment, chaotic foster care history) on the 293 adopted foster children's short- and long-term psychosocial functioning at ages 2, 4, and 8 years post-adoption. An additional objective pertained to measuring how post-adoption attributes (adoptive parents' appraisals of their readiness for this type of adoptive placement and of their parenting style using the HOME scale) contributed a partial mediating influence to the children's functioning. The effects of risk and protective factors were examined through linear regression analyses.The strongest risk factors for the display of behavior problems were sexual abuse, neglect, and having been placed in multiple foster homes. Crucially, lack of parental readiness contributed a substantial increment to the overall models. In addition, longitudinally, the behavior problems remained stable across time.The implications of these findings for the development of services and interventions targeted for adoptive families are discussed.
Diagnostic Discrimination Between Social Maladjustment and Emotional Disturbance: An Empirical Study
Authors: Costenbader Virginia , Buntaine Roberta
Published: May 2008

The utility of two teacher rating scales, the Differential Test of Conduct and Emotional Problems and the Emotional and Behavior Problem Scale, to discriminate between emotional disturbance (ED) and social maladjustment (SM) was investigated in the study reported here. Participants were 135 students in the age range 12 to 15 years. The ED group was composed of 85 students, all of whom were classified as emotionally disturbed and received full-time special education services. The SM group was made up of 50 students who were in regular education middle school settings. All students in the SM group had experienced either internal or external suspension during the school year in which the data were collected. The overall pattern of scores on these scales suggests that students who are socially maladjusted and students who are labeled emotionally disturbed do not display separate, distinguishable behavioral syndromes. Implications for educators and for public policy makers are discussed.
Pathways to Antisocial Behavior Among Adolescent Girls
Authors: Talbott Elizabeth , Thiede Keith
Published: May 2008

This study explores possible antisocial pathways and risk factors for antisocial participation among adolescent girls. Participants were 763 girls who responded to the longitudinal National Youth Survey during the years 1977 to 1981. Results indicated continuity over time in girls' participation in the antisocial constructs disruptive acts, vandalism, and fighting but not in the constructs drinking, stealing, and school troubles. Results also showed a relationship between several cross-pathway constructs over time, indicating the diversity of antisocial paths followed by girls in adolescence. Family, school, peer, and individual risk factors were also related to antisocial participation during 2 years in adolescence.
A Meta-Analysis of Social Skill Interventions for Students with Emotional or Behavioral Disorders
Authors: Quinn Mary Magee , Kavale Kenneth A. , Mathur Sarup R. , Rutherford Robert B. , Forness Steven R.
Published: May 2008

Many programs designed for children and youth with emotional or behavioral disorders (EBD) include a social skill training component. Using quantitative methods of meta-analysis, the findings from 35 studies investigating the effects of social skill interventions for students with EBD were synthesized. The pooled mean effect size (ES) was 0.199, from which the average student with EBD would be expected to gain a modest eight percentile ranks on outcome measures after participating in a social skill training program. Studies were further grouped and analyzed according to different variables (e.g., similarities of the intervention, participants, and assessment procedures). Slightly greater ESs were found for interventions that focused on teaching and measuring specific social skills (e.g., cooperating, or social problem solving) compared to more global interventions. Several pertinent issues for reviewing the results of this research synthesis are addressed.
Psychostimulant Use for Children with ADHD in Australia
Authors: Prosser Brenton , Reid Robert
Published: May 2008

There has been rapid growth in the use of medication for treatment of attention-deficit/hyperactivity disorder in the last decade. This growth has often been explained as the recognition of a condition that affects up to 5% of all young people. The purpose of this study is to compare past medication trends and current usage in Australia with that in the United States. We present country-wide data from Australia on psychostimulant production and prescription rates. We also analyze data from one city on the number of children receiving medication. Results suggest that medication use in Australia is increasing at a rate similar to that found in the United States and that in one city a relatively small proportion of practitioners accounted for the majority of prescriptions. Results also suggest that, in Australia, there may be differences in prescription rates by income and unemployment.
Concordance Among Three Diagnostic Procedures for Identifying Depression in Children and Adolescents with EBD
Authors: Pellegrino Joseph F. , Singh Nirbhay N. , Carmanico Sharon J.
Published: May 2008

Fifty children and adolescents with emotional and behavioral disorders (EBD) were assessed for depression and comorbid disorders using a structured interview, the Diagnostic Interview Schedule for Children (DISC), and a self-report measure of depression, the Mood and Feelings Questionnaire (MFQ). The resulting diagnoses and depression ratings were compared to those generated by experienced clinicians, and Kappa coefficients were derived from cross-tabulated frequencies of the DISC and clinician diagnoses. Diagnoses comparisons were made for 26 DSM-III-R categories and nine diagnostic classes. Diagnostic concordance was lowest for affective disorders, whereas higher concordance levels were identified for disruptive behavior and substance abuse disorders. Despite a sample with a high degree of comorbidity, 26% of the participants received no diagnosis on the DISC; however, the DISC generated a higher frequency and greater divergence of diagnoses per participant than did clinicians. The concordance among the three procedures was compared for affective disorders. MFQ total scores failed to discriminate individuals diagnosed with or without affective disorders by clinicians, but higher MFQ scores were obtained by the DISC for patients diagnosed with (versus without) affective disorders. MFQ scores did not discriminate individuals diagnosed with or without disruptive behavior or substance abuse disorders by either method. Overall, a higher level of concordance was observed between MFQ scores and DISC diagnoses than between either MFQ scores and clinician diagnoses or clinician and DISC diagnoses.
Relationship Between Childhood Peer Rejection and Aggression and Adolescent Delinquency Severity and Type Among African American Youth
Authors: Miller-Johnson Shari , Coie John D. , Maumary-Gremaud Anne , Lochman John , Terry Robert
Published: May 2008

This prospective, longitudinal study examined peer rejection and aggression in childhood as predictors of the severity and type of delinquency during adolescence. Sociometric surveys were completed at third grade for a predominantly low-socioeconomic status, urban sample of African American boys and girls, and youth reports of delinquency were gathered at Grades 6, 8, and 10. Patterns of association between childhood peer rejection and aggression and delinquency severity varied by gender. For boys, the additive effect of childhood peer rejection and aggression was a strong predictor of more serious delinquency, whereas for girls only aggression predicted more serious delinquency. For boys, the combination of peer rejection and aggression was associated with felony assaults, and aggression was associated with a wide diversity of offenses during adolescence, whereas for girls only peer rejection predicted involvement in minor assault. Results are discussed in terms of the early starter pathway of antisocial behavior as it relates to peer rejection and aggression for boys, differing predictive patterns for girls, and implications for intervention with children with emotional and behavioral disorders.
Social Networks and Configurations in Inner-City Schools: Aggression, Popularity, and Implications for Students with EBD
Authors: Hongling Xie  , Cairns Robert B. , Cairns Beverley D.
Published: May 2008

In this study we explored the relationship between individual characteristics and peer social affiliations among inner-city minority children. A total of 506 students in Grades 4 through 7 (293 girls, 213 boys) from four schools were involved as participants. Assessments on aggression, popularity, academic competence, "Olympian" (e.g., good at sports, good-looking), and affiliation (e.g., smiles a lot, friendly) were obtained from teachers and the students themselves. Students also provided information on social groups within the school as analyzed by the Social Cognitive Map (SCM) procedure. The results indicated that members of the same peer social group were similar on multiple behavioral dimensions. High social network centrality was associated with high levels of popularity among girls. Among boys, however, high social network centrality was associated with high levels of aggressive behavior. Findings are discussed in light of their educational and interventional implications for students with emotional and behavioral disorders.
Proactive and Reactive Aggression and Boys' Friendship Quality in Mainstream Classrooms
Authors: Poulin François , Boivin Michel
Published: May 2008

In this study, the authors examined the concurrent and predictive relationships between boys' proactive and reactive aggression and the quality of their friendships. At the beginning and the end of the school year, 149 boys ages 10 to 12 participated in a sociometric interview and completed a questionnaire on the quality of their relationship with their best friends. Teachers provided ratings of proactive and reactive aggression for the boys and for their best friends. Results indicated that boys' proactive aggression was associated with a supportive, satisfying, and low-conflict friendship at the beginning of the year but predicted an increase in conflict in stable friendship throughout the year. Furthermore, their friends' proactive aggression was related to conflict in and dissatisfaction with the friendship. In contrast, boys' reactive aggression was negatively associated with friendship quality at the beginning of the year but predicted a decrease in conflict in stable friendship over the year. These results suggest that although proactive aggression plays a functional role in the formation of friendship, it is also associated with a deterioration in relationship quality over time. The implications of these results for developmental research and intervention for students with emotional and behavioral disorders are discussed.