Comorbid Diagnosis and Concomitant Medical Treatment for Children with Emotional and Behavioral Disabilities

Autor/inn/en	Hall, Kristina M.; Bowman, Krista A.; Ley, Katie; Frankenberger, William
Titel	Comorbid Diagnosis and Concomitant Medical Treatment for Children with Emotional and Behavioral Disabilities
Quelle	In: International Journal of Special Education, 21 (2006) 3, S.96-107 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Medical Services; Drug Therapy; Mental Disorders; Emotional Disturbances; Behavior Disorders; Elementary School Teachers; Questionnaires; Children; Outcomes of Treatment; Wisconsin + Suchen Sie Ihr Suchwort? Arzt; Mental illness; Geisteskrankheit; Gefühlsstörung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fragebogen; Child; Kind; Kinder
Abstract	The purpose of the current study was to determine the types of psychiatric disorders and the corresponding medications prescribed to children enrolled in elementary Emotional Behavioral Disability (EBD) programs. The project employed a questionnaire that was distributed to elementary level teachers (EBD) to: (a) determine the proportion of children identified with single and multiple psychiatric disorders; (b) determine the proportion of children treated with single and multiple psychiatric medications; (c) investigate possible adverse drug interactions for children receiving combinations of medications for their psychiatric disorders; and (d) assess the attitudes of teachers (EBD) concerning the use of psychiatric medication to treat elementary level children. Results revealed 76.8% of the 617 students were identified as having one or more psychiatric disorder(s) and 21.2% of students were identified as having been diagnosed with multiple psychiatric disorders. Approximately 65% of the elementary students in EBD programs were identified as receiving psychiatric medication for the treatment of one or more psychiatric disorders. Fifteen percent of students were identified as receiving combinations of medications, and 6.2% were identified as receiving three or more medications concurrently. Implications of the rates of pharmacological treatment of children and potential concomitant target and adverse effects were discussed. (Contains 5 tables.) (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationaljournalofspecialeducation.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10