A generalized psychiatric information-processing system

Eiduson, Bernice T.; Brooks, Samuel H.; Motto, Rocco L.

doi:10.1002/bs.3830110209

Cited by 8 publications

(2 citation statements)

References 2 publications

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“…When striking differences appear, as in the case of Clinic D, they seem to re-fleet specific orientations or diagnostic practices within the clinic. For example, the heavier focus on school and medical history in Clinic D is related to its affilia tion with a general medical hospital and • The percentage of invariant events found within a clinic's group of IO records ranges from [2][3][4][5][6][7][8][9] per cent. This speaks to the wide variations in data collection within clinics which creep into records despite their common frames of reference and even common forms and out lines which dictate interview procedures.…”

Section: Structuralmentioning

confidence: 99%

“…The capability of this computerized informa tion processing system is suggested by its role in this study in which more than 350 variables in each of the 50 case rec ords were searched and retrieved, and the derived data summarized in a num ber of ways. t The conceptual framework of the Event System, and the general model for the structure of an event also may be found in (3). Illustrations of the method for transcribing narrative text, samples of the card listing of record data, and partial sorts of these data on a single case, and on a group of cases, are also presented.…”

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confidence: 99%

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Comparative studies of learning problems seen in five child clinics.

Eiduson¹,

Johnson²,

Rottenberg³

1966

American Journal of Orthopsychiatry

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To what extent do clinical record data vary as a function of differences in institutional data collection practices? Fifty records of learning problems, ten of which were gathered in each of five clinics, were transcribed into computer‐acceptable form using a generalized information processing system, the Psychiatric Case History Event System, so that comparative studies of their structure and content could be undertaken.

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Section: Structuralmentioning

confidence: 99%

mentioning

confidence: 99%

Comparative studies of learning problems seen in five child clinics.

Eiduson¹,

Johnson²,

Rottenberg³

1966

American Journal of Orthopsychiatry

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Recent developments in the psychiatric case history event system

et al. 1967

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Originally reported in 1964, the Psychiatric Case History Event System has been implemented on a large scale in a study of the decision‐making process in psychiatric diagnosis. The Event System is a generalized information‐processing system for conversion of case history data into computer acceptable form for subsequent retrieval and analysis. The details of the processing of data from point of transcription to computer output are now presented. In so doing, the logic of the system, and its generality for application in a variety of clinical and research endeavors, are made evident.

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Evaluation of the Integration of Severely Handicapped Students in Regular Education and Community Settings

Brinker¹,

Thorpe²

1984

ETS Research Report Series

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The Education for All Handicapped Children Act (P. L. 94–142) requires that all children have access to free appropriate public education in the least restrictive environment. As this law is applied to severely handicapped (SH) students, the requirements of an appropriate education may compete with the requirements of education in the least restrictive environment. The question addressed by this report is whether integration of SH students into regular schools can constitute a “least restrictive setting” without seriously compromising the appropriateness of the education offered. This project provided an initial empirical basis for considering the impact of integration in terms of educational improvement of SH students and attitudes of nonhandicapped (NH) students toward the handicapped. In addition, the evaluation was designed to examine factors at various levels of the educational process which might facilitate integration. These factors included information from the state district, school, teacher, and individual student assessments. Subjects were 245 severely handicapped students from 14 school districts located in 9 states. All students were in integrated school or community settings in which nonhandicapped students were present between 3 and 16 hours per week. The criterion for degree of integration was the observed rate of interaction between SH and NH students in schools evaluated. Multiple linear regression analysis was used to determine which information best predicted the rate of interaction between SH and NH students. Subsequently, the rate of interaction between SH and NH students was used to predict the proportion of educational objectives met by SH students. Finally, NH students' attitudes toward the handicapped in schools which were not integrated were compared to NH students' attitudes in integrated schools. Results indicated that severely handicapped students had more social opportunities for interacting with other students in integrated settings in comparison to these same students' opportunities when in segregated settings. NH students responded to more social bids from SH students in comparison to responses by other SH students. The best predictors of social behavior of SH students was the interactive behavior of other students. The rate of social interaction with nonhandicapped students accounted for a statistically significant (p < .025) proportion of objectives met on SH students' Individualized Educational Plans (IEP) when those SH students' functional abilities were statistically controlled as a covariate. NH students in integrated schools had more positive attitudes toward handicapped students in comparison to NH students from nonintegrated schools which were comparable in size, resources and SES. However, when attitudes measured at the beginning of the year were controlled statistically, it was found that NH students in integrated schools had less positive attitudes at the end of the year if SH students interacted more with other SH students when they were in integrated settin...

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A generalized psychiatric information-processing system

Abstract: This paper describes an application of computer systems to institutional records in order to make them available for research purposes. It simultaneously explores the generality of such a system for use at psychiatric facilities on a wider scale.

Cited by 8 publications

References 2 publications

Comparative studies of learning problems seen in five child clinics.

Comparative studies of learning problems seen in five child clinics.

Recent developments in the psychiatric case history event system

Evaluation of the Integration of Severely Handicapped Students in Regular Education and Community Settings

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