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Related Experiment Videos

Disproportionate referrals for child academic/behavior problems: replication and extension.

K J Tarnowski1, D F Anderson, R S Drabman

  • 1Department of Pediatrics, Case Western Reserve University, Cleveland, Ohio 44109.

Journal of Consulting and Clinical Psychology
|April 1, 1990
PubMed
Summary
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Younger children in a class are disproportionately referred for mental health services, regardless of academic ability. This pattern persists across grades, with the youngest students referred most often but qualifying least for special services.

Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Psychology

Background:

  • Previous research indicated younger children in a class were disproportionately referred for mental health services.
  • The "relative age effect" suggests children born earlier in the eligibility year have developmental advantages.

Purpose of the Study:

  • To replicate and extend the findings of Drabman et al. (1987) regarding children's birth month and mental health referrals.
  • To investigate if cognitive and academic competencies explain the disproportionate referral of younger students.

Main Methods:

  • A study involving 222 children across various grades.
  • Collection of data on children's cognitive and academic competencies.
  • Analysis of referral patterns in relation to age within the class.

Related Experiment Videos

Main Results:

  • Younger children within a class were disproportionately referred for services.
  • This referral pattern was consistent across all examined grades.
  • Referral disparities were not explained by differences in children's cognitive or academic competencies.
  • The youngest children, despite highest referral rates, had the lowest qualification rate for special services.

Conclusions:

  • The relative age effect in mental health referrals is a robust phenomenon in educational settings.
  • Factors beyond academic or cognitive abilities contribute to the over-referral of younger students.
  • Further research is needed to understand the underlying mechanisms and implications for equitable service provision.