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Assessment of children with learning and behavioural problems: comparison of a multidisciplinary and sole
Riju Mittal1, Emma Sciberras, Jill Sewell
1Centre for Community Child Health, Royal Children's Hospital, Parkville, Victoria, Australia.
Insights
Multidisciplinary (MD) assessments for children with learning or behavior difficulties improved parental understanding, while sole pediatrician (SP) models offered more practical recommendations. Neither approach significantly changed child behavior or quality of life.
Area of Science:
- Child psychology
- Developmental pediatrics
- Healthcare management
Background:
- Children with learning and/or behavior difficulties require comprehensive assessment.
- Comparing multidisciplinary (MD) and sole pediatrician (SP) models is crucial for optimizing care.
- Parental satisfaction and understanding are key outcomes in pediatric assessments.
Purpose of the Study:
- To compare the effectiveness of multidisciplinary (MD) versus sole pediatrician (SP) assessment models for children with learning and/or behavior difficulties.
- To evaluate parental satisfaction, understanding of difficulties, and adherence to recommendations.
- To assess changes in child behavior and quality of life (QoL) post-assessment.
Main Methods:
- A comparative study involving 66 children (aged 4-12) undergoing either MD or SP assessment.
- Parents completed baseline surveys on child behavior (SDQ) and QoL (PedsQL).
- Post-assessment and 3-4 month follow-up surveys measured satisfaction, adherence, perceived changes, and child outcomes.
Main Results:
- Parents reported satisfaction with both MD and SP models.
- The MD group showed significantly better parental understanding of child difficulties (P=0.03).
- The SP group reported more useful and practical recommendations (P=0.01); no significant changes in child behavior or QoL were observed in either group.
Conclusions:
- Both assessment models provide satisfactory experiences for parents.
- MD assessments enhance parental understanding of their child's learning and/or behavioral concerns.
- Sole pediatrician assessments may offer more practical recommendations, but MD models improve insight into the child's condition.
Aims:
This study aimed to compare multidisciplinary (MD) versus sole paediatrician (SP) assessment models for children with learning and/or behaviour difficulties.
Methods:
Children aged 4-12 years referred for an MD or SP assessment of learning and/or behavioural concerns were invited to participate. At baseline, parents completed surveys assessing child behaviour (Strengths and Difficulties Questionnaire; SDQ) and quality of life (QoL) (Pediatric Quality of Life Inventory 4.0; PedsQL). Following the assessment, parents completed a survey evaluating their satisfaction with the assessment. Parents completed a survey at 3-4 months post-assessment assessing: (i) adherence to recommendations; (ii) perceived changes in child functioning; and (iii) child QoL and behaviour.
Results:
The parents of 66 children (82% male) participated in the study. Parents reported satisfaction with both assessment models; however, parents in the MD group reported better understanding of their child's difficulties than the SP group (P = 0.03). Parents in the MD group were less likely to report that 'recommendations were useful and practical' compared with the SP group (P = 0.01). There was no significant change in child behaviour or QoL in either group from baseline to 3-4 months post-assessment.
Conclusions:
Parents attending both clinics were satisfied with the assessment process. MD assessment of children with suspected learning and/or behavioural concerns appears to have the additional benefit of helping families to better understand their child's difficulties. Fewer families attending MD clinics reported that recommendations were useful and practical compared with the SP model.
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