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Pediatric-based assessment: children with school problems.

P H Dworkin, D T Woodrum, K S Brooks

    The Journal of School Health
    |May 1, 1981
    PubMed
    Summary
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    Pediatric assessments effectively address school problems. An interdisciplinary approach yields more recommendations and higher implementation rates for children's educational and medical needs.

    Area of Science:

    • Pediatric Medicine
    • Developmental Pediatrics
    • Educational Psychology

    Background:

    • School problems in children are a common concern in primary care.
    • Comprehensive assessment is crucial for identifying underlying issues.
    • Existing pediatric assessments may have limitations in addressing all school-related challenges.

    Purpose of the Study:

    • To evaluate the effectiveness of pediatric assessments for children with school problems.
    • To compare the outcomes of pediatric-based assessment versus interdisciplinary evaluation.
    • To determine the implementation rates of recommendations made following assessments.

    Main Methods:

    • Twenty-one children with school problems received pediatric assessments.
    • Assessments included medical history, physical exams, screenings, and neurodevelopmental evaluations.

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  • Psychoeducational assessments were conducted for a subset of children.
  • Follow-up interviews assessed recommendation implementation by parents and schools.

    • Main Results:

    • Overall, 66% of parent-recommended interventions were implemented.
    • Medical (72%), mental health (58%), and educational (64%) recommendations showed varying implementation rates.
    • Interdisciplinary evaluations generated more recommendations and higher school recommendation implementation (p < .01) than pediatric-only assessments.
    • Younger children had higher implementation rates for school recommendations (p < .01).

    Conclusions:

    • Pediatric-based assessments are valuable for addressing school problems.
    • An interdisciplinary approach enhances the number of recommendations and their implementation.
    • Tailoring interventions and considering age are important for successful outcomes in managing school-related difficulties.