作者: John D McLennan , Mandy Little
DOI:
关键词:
摘要: Objective Delivering mental health services to children and their families through schools has many potential advantages. However, little is known about the characteristics of referred such services. This study aimed determine pattern learning difficulties one school service. Methods An identity stripped administrative database all new referrals (n=353) a program in southern Alberta between September 2006 June 2009 was used. Teacher Strengths Difficulties Questionnaire responses questions other developmental problems were included. Results Hyperactivity-inattention most prevalent concern, spelling common concern. Higher rates hyperactivity-inattention concerns pro-social deficits observed for boys more emotional girls. higher at lower grades. conduct often comorbid as several problems. Conclusion Understanding typical patterns among may guide prioritization assessment intervention approaches within these programs. Findings suggest assessments interventions ADHD disruptive behaviours should be prioritized, well provision cognitive academic testing.