Use of Medication in School Programs for Behaviorally Disordered Pupils

Epstein, Michael H.; Olinger, Ellen

doi:10.1177/019874298701200203

Cited by 9 publications

(3 citation statements)

References 16 publications

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“…Indeed, these students are prime candidates for pharmacotherapy because of the nature and severity of their psychiatric problems (Epstein & dinger, 1987;Singh, Epstein, Luebke, & Singh, 1990). The large proportion of students on medication in this study indicates the need for school personnel to be knowledgeable and skilled in this area so that they can monitor drug effects and communicate with physicians.…”

Section: Discussionmentioning

confidence: 99%

Characteristics Of Children And Adolescents With Serious Emotional Disturbance In Systems Of Care. Part I

Singh

Ellis

Landrum

et al. 1994

Journal of Emotional and Behavioral Disorders

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This is the first of a series of investigations designed to study the characteristics of children and adoles-cents with serious emotional disturbance (SED) who are currently being served in various systems of care, ranging from community-based services to psychiatric hospitalization and residential placement.The sociodemographic, medical, psychological, and educational records of all children and adolescents admitted to a child and adolescent psychiatric hospital during a fiscal year were reviewed. Of the 321 consecutive admissions during the study period, official educational placement data were available from the students' home schools for only 250. These 250 students were grouped according to their educational status prior to admission: (a) students not identified as handicapped for educational services (46%, n = 116); (b) students identified as SED (36%, n = 91); and (c) students with other disabilities, such as mental retardation and learning disabilities (LD) (18%, n = 43). The data were analyzed for the total study sample as well as for the three groups in terms of the following variables: gender, age, race, residential status at admission, psychiatric history, prior outpatient history, substance abuse, criminal record, type of referral (voluntary vs. involuntary), source and reason forTeferral for psychiatric services, psychiatric diagnosis at discharge, and medication at admission and at discharge. Significant differences among the three groups were found on a number of variables, including gender, psychiatric history, prior outpatient treatment, psychiatric diagnosis, and medication. These findings are discussed in terms of systems of care needed for children and adolescents with and without SED.

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Section: Discussionmentioning

confidence: 99%

Characteristics Of Children And Adolescents With Serious Emotional Disturbance In Systems Of Care. Part I

Singh

Ellis

Landrum

et al. 1994

Journal of Emotional and Behavioral Disorders

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“…However, the prevalence of psychotropic medication for school-identified students with SED appears to be much lower-approximately 1 1 % (Cullinan, Gadow, & Epstein, 1987;Cullinan et al, (1992). Because psychotropic medication is a widely used intervention for children and adolescents with a variety of emotional and behavioral disorders, it is important for service providers to understand something about medications in general and to know and keep records on the medications currently prescribed for treatment of the young people they serve (Epstein & d i n g e r , 1987). However, the cases reviewed in the present study typically yielded little usable information regarding current or past history of psychotropic medication use.…”

Section: As Indicated Inmentioning

confidence: 99%

Personal, Family, And Service Use Characteristics Of Young People Served By An Interagency Community-Based System Of Care

Epstein

Quinn

Cullinan

et al. 1995

Journal of Emotional and Behavioral Disorders

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In order to create a more functional system of care, agency administrators, direct service providers, the young people served, their parents, and advocates worked together to assess local needs and existing service features, and to plan required changes. This article presents data on some personal and family characteristics and patterns of service utilization of the young people served in this system of care. These data include the child's age, gender, race or ethnicity, learning characteristics, psychiatric status, and adjudications; parent marital status and employment, living arrangements for the child, and family history of risk factors; and the child's history of services and placements. Some relationships within the present data and between the present data and those of other system-of-care descriptions are discussed.

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“…An alternative explanation might be that students with emotional disturbance who are treated with major tranquilizers develop behavior patterns encompassed by Personal Disturbance (sedation, which certainly could interfere with peer relations, is the most common side effect of this class of drug). In any case, it is worth noting that, because drug therapy appears to be a commonly used intervention among students with emotional disturbance (Cullinan, Gadow, & Epstein, 1987), special teachers and other educational personnel should be cognizant of the effects, side effects, the educator's roles, and other ramifications of drug treatment in educational environments (Epstein & Olinger, 1987).…”

Section: Discussionmentioning

confidence: 99%

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

1993

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We created a 40-item teacher rating scale to assess learning, social, and personal problems among students with serious emotional disturbance and no known handicaps. Special and regular educators completed ratings onChecklists and rating scales are widely used in schools and clinics for assessing students with behavioral and emotional problems (Edelbrock, 1988;O'Leary & Johnson, 1986). Although they possess drawbacks, checklists and rating scales also have several attractive characteristics (Kratochwill & Sheridan, 1990). A behavior rating scale, for example, can be implemented with economy of time and effort, address a wide range of problems and multiple students in one application, and assess the teacher, parent, or other rater's perception of a child's functioning, which is often important whether or not it is identical to that actual functioning. Rating scales generally possess relatively good reliability and validity, including the power, at least for some behavior problem patterns, to predict future adjustment (e.g., Walker, 1990). Research has consistently demonstrated that rating scale data can readily differentiate students classified as seriously emotionally disturbed from nondisabled peers (and those in other special education categories) at various ages (e.g., Achenbach & Edelbrock, 1981;Grossman, 1990;Sabornie, Thomas, & Coffman, 1989;Walker, Shinn, O'Neill, & Ramsey, 1987).Children's emotional and behavioral problems as measured by checklists and rating scales can be broadly summarized by two multivariate dimensions, sometimes termed externalizing and internalizing (Achenbach & Edelbrock, 1989; Quay, 1986). These two dimensions are clearly characteristic of students with serious emotional disturbance (Luebke, Epstein, & Cullinan, 1987); but such pupils also generally experience considerable problems of learning, as manifested in lower intellectual ability, academic achievement, and other indices of unsatisfactory learning performance (e.g., Epstein, Kinder, & Bursuck, 1989). However, the literature on students with emotional disturbance and, generally, childhood psychopathology has tended to focus more on externalizing and internalizing disorders than on learning problems. Our first purpose in the present study was to develop and evaluate a brief teacher-completed rating scale consisting of items that address the three principal areas of school problems of adolescents with serious emotional disturbance, as noted above.Although there have been numerous studies of the characteristics of students with emotional disturbance in school (for reviews see, Cullinan, Epstein, & Lloyd, 1983;Kauffman, 1989), relatively little is known about how behavioral and emotional characteristics are related to other important traits of such pupils and their education, such as race, family status, placement, teacher experience, and so on. In addition to filling in some rather basic gaps in knowledge about students with emotional disturbance, such information could be important in pointing the way to more responsive, approp...

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Use of Medication in School Programs for Behaviorally Disordered Pupils

Cited by 9 publications

References 16 publications

Characteristics Of Children And Adolescents With Serious Emotional Disturbance In Systems Of Care. Part I

Characteristics Of Children And Adolescents With Serious Emotional Disturbance In Systems Of Care. Part I

Personal, Family, And Service Use Characteristics Of Young People Served By An Interagency Community-Based System Of Care

Patterns and correlates of learning, behavior, and emotional problems of adolescents with and without serious emotional disturbance

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