Students Identified as Seriously Emotionally Disturbed in School-Based Day Treatment: Cognitive, Psychiatric, and Special Education Characteristics.

Duncan, Brent B.; And Others

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Peer reviewed

ERIC Number: EJ511800

Record Type: CIJE

Publication Date: 1995

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0198-7429

EISSN: N/A

Available Date: N/A

Students Identified as Seriously Emotionally Disturbed in School-Based Day Treatment: Cognitive, Psychiatric, and Special Education Characteristics.

Duncan, Brent B.; And Others

Behavioral Disorders, v20 n4 p238-52 Aug 1995

Diagnostic and treatment histories of 85 children and adolescents served in 2 exemplary school-based day-treatment programs in California were analyzed. Findings suggest a significant lag time between first symptoms, referral for services, and treatment; marked instability of psychiatric diagnoses over time; and lack of concordance between psychiatric and educational diagnoses. (Author/DB)

Descriptors: Agency Cooperation, Clinical Diagnosis, Disability Identification, Educational Diagnosis, Elementary Secondary Education, Emotional Disturbances, Interdisciplinary Approach, Psychiatry, Special Classes, Student Characteristics, Symptoms (Individual Disorders)

Publication Type: Journal Articles; Reports - Evaluative

Education Level: N/A

Audience: N/A

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A