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Related Experiment Videos

Multidisciplinary team evaluation of school dysfunction. An analysis of utilization.

J B Chessare1, J Joost, J Smith

  • 1Department of Pediatrics, Medical College of Ohio, Toledo 43699.

Clinical Pediatrics
|April 1, 1988
PubMed
Summary

This study reviewed 87 children with school dysfunction. Boys were more often referred for behavioral issues, while girls were seen younger, but gender didn't affect diagnosis.

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Area of Science:

  • Child Psychology
  • Educational Psychology
  • Developmental Pediatrics

Background:

  • Multidisciplinary team evaluations are crucial for children with school dysfunction.
  • Limited data exists on the characteristics of children undergoing such evaluations.
  • Understanding referral patterns and diagnostic outcomes is key to improving care.

Observation:

  • The study analyzed records of 87 children evaluated by multidisciplinary teams.
  • Data collected included age, sex, referral source, parental/educator concerns, and diagnostic outcomes.
  • Referral reasons and demographic data were examined for patterns.

Findings:

  • Boys were more frequently referred for behavioral problems compared to academic issues.
  • Girls tended to be evaluated at a younger age than boys.

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  • Younger children were more often referred by physicians.
  • No significant association was found between gender and final diagnostic classification.
  • Significant associations were observed between gender and the reason for referral.

    • Implications:

    • Recognizing gender-specific referral patterns can optimize early intervention strategies.
    • Understanding the role of referral sources can streamline the evaluation process.
    • This research highlights the need for tailored approaches in addressing school dysfunction in children.