Introduction to the special issue: How can universal screening enhance educational and mental health outcomes?

Albers, Craig A.; Glover, Todd A.; Kratochwill, Thomas R.

doi:10.1016/j.jsp.2006.12.002

“…One approach for addressing the health and learning needs of the large number of children with emotional and behavioral problems is creating a continuum of mental health care in the school, while linking families, primary medical homes, communities, and schools. 34,35 This involves implementing, for example, a universal prevention initiative, such as antibullying programs 36,37 ; establishing inschool mental health counseling; and creating a referral system with community services for students who have needs that cannot be met in school. School services are augmented by collaboration with community mental health, primary care physicians, and …”

Section: Discussionmentioning

confidence: 99%

“…[35][36][37] The current study suggests that the identification of SHCNs, particularly those that manifest themselves as functional limitations or behavioral health problems, should be an essential component of the early intervention process. The identification of children at risk for academic failure requires the coordination of services provided by educators and health professionals.…”

Section: Discussionmentioning

confidence: 99%

School Outcomes of Children With Special Health Care Needs

Forrest

¹

,

Bevans

²

,

Riley³

et al. 2011

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WHAT'S KNOWN ON THIS SUBJECT:Using a noncategorical approach to identifying children with special health care needs, previous research has shown that these individuals are at increased risk for poor health and high health care resource use. WHAT THIS STUDY ADDS:Children who screen positive for a special health care need because of functional limitations or behavioral health problems are at risk for low student engagement, disruptive behaviors, poor grades, and belowaverage performance on standardized achievement tests. abstract OBJECTIVE: To examine the associations between having a special health care need and school outcomes measured as attendance, student engagement, behavioral threats to achievement, and academic achievement. PARTICIPANTS AND METHODS:A total of 1457 children in the fourth through sixth grades from 34 schools in 3 school districts and their parents provided survey data; parents completed the Children With Special Health Care Needs Screener. School records were abstracted for attendance, grades, and standardized achievement test scores. RESULTS:Across 34 schools, 33% of children screened positive for special health care needs. After adjusting for sociodemographic and school effects, children with special health care needs had lower motivation to do well in school, more disruptive behaviors, and more frequent experiences as a bully victim. They experienced significantly lower academic achievement, as measured by grades, standardized testing, and parental-assessed academic performance. These findings were observed for children who qualified as having a special health care need because they had functional limitations attributed to a chronic illness or a behavioral health problem but not for those who qualified only because they took prescription medications. CONCLUSIONS:Specific subgroups of children with special health care needs are at increased risk for poor school outcomes. Health and school professionals will need to collaborate to identify these children early, intervene with appropriate medical and educational services, and monitor long-term outcomes.

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“…One approach for addressing the health and learning needs of the large number of children with emotional and behavioral problems is creating a continuum of mental health care in the school, while linking families, primary medical homes, communities, and schools. 34,35 This involves implementing, for example, a universal prevention initiative, such as antibullying programs 36,37 ; establishing inschool mental health counseling; and creating a referral system with community services for students who have needs that cannot be met in school. School services are augmented by collaboration with community mental health, primary care physicians, and …”

Section: Discussionmentioning

confidence: 99%

“…[35][36][37] The current study suggests that the identification of SHCNs, particularly those that manifest themselves as functional limitations or behavioral health problems, should be an essential component of the early intervention process. The identification of children at risk for academic failure requires the coordination of services provided by educators and health professionals.…”

Section: Discussionmentioning

confidence: 99%

School Outcomes of Children With Special Health Care Needs

2011

PEDIATRICS

0

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WHAT'S KNOWN ON THIS SUBJECT:Using a noncategorical approach to identifying children with special health care needs, previous research has shown that these individuals are at increased risk for poor health and high health care resource use. WHAT THIS STUDY ADDS:Children who screen positive for a special health care need because of functional limitations or behavioral health problems are at risk for low student engagement, disruptive behaviors, poor grades, and belowaverage performance on standardized achievement tests. abstract OBJECTIVE: To examine the associations between having a special health care need and school outcomes measured as attendance, student engagement, behavioral threats to achievement, and academic achievement. PARTICIPANTS AND METHODS:A total of 1457 children in the fourth through sixth grades from 34 schools in 3 school districts and their parents provided survey data; parents completed the Children With Special Health Care Needs Screener. School records were abstracted for attendance, grades, and standardized achievement test scores. RESULTS:Across 34 schools, 33% of children screened positive for special health care needs. After adjusting for sociodemographic and school effects, children with special health care needs had lower motivation to do well in school, more disruptive behaviors, and more frequent experiences as a bully victim. They experienced significantly lower academic achievement, as measured by grades, standardized testing, and parental-assessed academic performance. These findings were observed for children who qualified as having a special health care need because they had functional limitations attributed to a chronic illness or a behavioral health problem but not for those who qualified only because they took prescription medications. CONCLUSIONS:Specific subgroups of children with special health care needs are at increased risk for poor school outcomes. Health and school professionals will need to collaborate to identify these children early, intervene with appropriate medical and educational services, and monitor long-term outcomes.

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“…Traditional identification methods for special education are based on a "wait-to-fail" model that provides students with services only once they have begun to have difficulties in the classroom that lead to impairments in learning or social behavior (Albers, Glover, & Kratochwill, 2007). Fortunately, there has been a recent push toward identifying students early and providing them early intervention services before their difficulties lead to school failure (Fairbanks, Sugai, Guardino, & Lathrop, 2007).…”

mentioning

confidence: 99%

Factor Structure, Internal Consistency, and Interrater Reliability of the Early Childhood Behavior Problem Screening Scale

Nelson

¹

,

Epstein

²

,

Griffith

³

et al. 2007

Topics in Early Childhood Special Education

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The current study examined the initial psychometrics of the Early Childhood Behavior Problem Screening Scale (ECBPSS; Epstein & Nelson, 2006), namely the factor structure and associated internal consistency of factor items of parent and teacher versions as well as interrater reliability. Data came from samples of preschool- and kindergarten-age children from 2 medium-size cities in the U.S. midwest. Separate analyses of the parent and teacher data revealed internalizing and externalizing factors, with Cronbach's alphas ranging from .83 to .95. Parent and teacher interrater reliability coefficients ranged from .32 to .37. Overall, the results suggest that the 12-item ECBPSS Parent and Teacher forms may be useful for screening young children who may be at risk for emotional and behavioral disorders.

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Introduction to the special issue: How can universal screening enhance educational and mental health outcomes?

Cited by 43 publications

References 6 publications

School Outcomes of Children With Special Health Care Needs

School Outcomes of Children With Special Health Care Needs

School Outcomes of Children With Special Health Care Needs

Factor Structure, Internal Consistency, and Interrater Reliability of the Early Childhood Behavior Problem Screening Scale

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