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Assessment System For Children (assessment + system_for_children)
Selected AbstractsThe Significance of Marijuana Use Among Alcohol-using Adolescent Emergency Department PatientsACADEMIC EMERGENCY MEDICINE, Issue 1 2010Thomas H. Chun MD Abstract Objectives:, The objective was to determine if adolescents presenting to a pediatric emergency department (PED) for an alcohol-related event requiring medical care differ in terms of substance use, behavioral and mental health problems, peer relationships, and parental monitoring based on their history of marijuana use. Methods:, This was a cross-sectional comparison of adolescents 13,17 years old, with evidence of recent alcohol use, presenting to a PED with a self-reported history of marijuana use. Assessment tools included the Adolescent Drinking Inventory, Adolescent Drinking Questionnaire, Young Adult Drinking and Driving Questionnaire, Center for Epidemiologic Studies Depression Scale, Behavioral Assessment System for Children, and Peer Substance Use and Tolerance of Substance Use Scale. Results:, Compared to adolescents using alcohol only (AO), adolescents who use alcohol and marijuana (A+M) have higher rates of smoking (F = 23.62) and binge drinking (F = 11.56), consume more drinks per sitting (F = 9.03), have more externalizing behavior problems (F = 12.53), and report both greater peer tolerance of substance use (F = 12.99) and lower parental monitoring (F = 7.12). Conclusions:, Adolescents who use A+M report greater substance use and more risk factors for substance abuse than AO-using adolescents. Screening for a history of marijuana use may be important when treating adolescents presenting with an alcohol-related event. A+M co-use may identify a high-risk population, which may have important implications for ED clinicians in the care of these patients, providing parental guidance, and planning follow-up care. ACADEMIC EMERGENCY MEDICINE 2010; 17:63,71 © 2010 by the Society for Academic Emergency Medicine [source] The Orphans of Eritrea: What Are the Choices?AMERICAN JOURNAL OF ORTHOPSYCHIATRY, Issue 4 2005Peter H. Wolff MD The authors examined the emotional well-being, adaptability, and emotional distress of 10,13-year-old Eritrean war orphans cared for in 3 different social environments and 1 group of home-reared children using 2 scales of the Behavioral Assessment System for Children and informal interviews with the children. Orphans reunified with extended families had greater adaptive skills than institutional orphans but as many signs and symptoms of emotional distress as orphanage children. Group-home orphans had fewer signs and symptoms of emotional distress and greater adaptive skills than either reunified or institutional orphans, and they had fewer symptoms of emotional distress than home-reared children. However, placing orphans in small group homes was far more expensive than reunifying them with extended families. The public policy implications of the findings for the protection of unaccompanied children in impoverished developing countries are discussed. [source] Peer- and self-rated correlates of a teacher-rated typology of child adjustmentPSYCHOLOGY IN THE SCHOOLS, Issue 6 2007William A. Lindstrom External correlates of a teacher-rated typology of child adjustment developed using the Behavior Assessment System for Children were examined. Participants included 377 elementary school children recruited from 26 classrooms in the southeastern United States. Multivariate analyses of variance and planned comparisons were used to determine whether the teacher-rated behavior subtypes could be differentiated and, if so, to create more complete descriptions of each cluster. Self-perceptions of academic, social, and emotional adjustment as well as peer perceptions of behavioral attributes and social status were found to provide convergent evidence for the typology. Divergent evidence emerged related to internalizing difficulties. Parallels between the teacher-rated typology and peer-relations research were drawn. Most notably, peers rated Mildly Disruptive (MD) children as bullying and disruptive, consistent with teacher report. However, peers also rated MD children as "cool" and with high levels of social dominance and social control, consistent with recent reports of popular bullies. © 2007 Wiley Periodicals, Inc. [source] The relationship between social support and student adjustment: A longitudinal analysisPSYCHOLOGY IN THE SCHOOLS, Issue 7 2005Michelle Kilpatrick Demaray This study is an examination of the relationship of perceived social support and adolescents' adjustment behaviors over time. The sample (n = 82) included students from two at-risk urban middle schools. Utilizing two measures, the Child and Adolescent Social Support Scale (CASSS; C. K. Malecki, M. K. Demaray, & S. N. Elliott, 2000) and the Behavior Assessment System for Children, Self Report of Personality (BASC; C. R. Reynolds & R. W. Kamphaus, 1998), data were collected at three time points. Results point to a relationship between social support and student adjustment behaviors over time. Specifically, support from parents was related to clinical maladjustment and emotional symptoms one year later. In fact, parent support was still related to clinical maladjustment one year later even after students' earlier levels of clinical maladjustment were taken into account. Parent support was also related to personal adjustment in the short term (6 months). Classmate support was related to students' emotional symptoms one year later. Finally, school support was related to school maladjustment one year later even after students' earlier school maladjustment was taken into account. Implications for school psychologists are discussed. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 691,706, 2005. [source] Discriminative validity of the behavior assessment system for children-parent rating scales in children with recurrent abdominal pain and matched controlsPSYCHOLOGY IN THE SCHOOLS, Issue 2 2003PAUL M. ROBINS Examined discriminative validity of the Parent Rating Scale (PRS) of the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992, Circle Pines, MN: American Guidance Services). Two groups were compared: a cohort with recurrent abdominal pain (RAP) (n= 49) and children from the BASC-PRS standardization sample (n = 49) matched on the background characteristics of age, race/ethnicity, and gender. A multivariate, two-group discriminant function analysis was used to compare groups across standard scores from the nine clinical scales of the PRS. Results demonstrated that children with RAP could be differentiated (Wilks , = .642, F = 6.45, df (9, 88), p < .001), and demonstrated higher scores on the Somatization, Depression, Anxiety, Attention Problems, and Withdrawal scales. Subsequent jackknifed classification analysis, diagnostic efficiency statistics, and an odds ratio for the classification analysis added to the overall validity of results. The practical utility of the BASC-PRS is further supported in light of expanding roles for school psychologists in the assessment and treatment of children with health problems. © 2003 Wiley Periodicals, Inc. Psychol Schs 40: 145,154, 2003. [source] Validity of the home and community social behavior scales: Comparisons with five behavior-rating scalesPSYCHOLOGY IN THE SCHOOLS, Issue 4 2001Kenneth W. Merrell Three separate studies focusing on convergent and discriminant validity evidence for the Home and Community Social Behavior Scales are presented. The HCSBS is a 65-item social behavior-rating scale for use by parents and caretakers of children and youth ages 5,18. It is a parent-rating version of the School Social Behavior Scales. Within these studies, relationships with five behavior-rating scales were examined: the Social Skills Rating System, Conners Parent Rating Scale,Revised-Short Form, Child Behavior Checklist, and the child and adolescent versions of the Behavior Assessment System for Children. HCSBS Scale A, Social Competence, evidenced strong positive correlations with measures of social skills and adaptability, strong negative correlations with measures of externalizing behavior problems, and modest negative correlations with measures of internalizing and atypical behavior problems. HCSBS Scale B, Antisocial Behavior, evidenced strong positive correlations with measures of externalizing behavior problems, modest positive correlations with measures of internalizing and atypical behavior problems, and strong negative correlations with measures of social skills and adaptability. These results support the HCSBS as a measure of social competence and antisocial behavior of children and youth. © 2001 John Wiley & Sons, Inc. [source] | ||||||||||