Consultation interactions between special education teachers and child psychiatrists

R. E. Mattison

doi:10.1016/s1056-4993(18)30073-7

Consultation interactions between special education teachers and child psychiatrists

R. E. Mattison

Department of Psychiatry and Behavioral Health

Research output: Contribution to journal › Review article › peer-review

5 Scopus citations

Abstract

Characteristics were investigated for 169 special education students referred to a child psychiatrist consultant. There was a common occurence of learning or language disorders, predominance of attention deficit/hyperactivity disorder, severity and complexity of psychopathology,and undertreatment. The teachers especially asked about diagnosis, behavioral management, and medication and also about issues involving learning and language disorders.

Original language	English (US)
Pages (from-to)	67-82
Number of pages	16
Journal	Child and Adolescent Psychiatric Clinics of North America
Volume	10
Issue number	1
DOIs	https://doi.org/10.1016/s1056-4993(18)30073-7
State	Published - 2001

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

SDG 3 Good Health and Well-being

All Science Journal Classification (ASJC) codes

Pediatrics, Perinatology, and Child Health
Psychiatry and Mental health

Access to Document

10.1016/s1056-4993(18)30073-7

Cite this

@article{2b0e1189071f4443aef5e0d073ea8d78,

title = "Consultation interactions between special education teachers and child psychiatrists",

abstract = "Characteristics were investigated for 169 special education students referred to a child psychiatrist consultant. There was a common occurence of learning or language disorders, predominance of attention deficit/hyperactivity disorder, severity and complexity of psychopathology,and undertreatment. The teachers especially asked about diagnosis, behavioral management, and medication and also about issues involving learning and language disorders.",

author = "Mattison, \{R. E.\}",

year = "2001",

doi = "10.1016/s1056-4993(18)30073-7",

language = "English (US)",

volume = "10",

pages = "67--82",

journal = "Child and Adolescent Psychiatric Clinics of North America",

issn = "1056-4993",

publisher = "W.B. Saunders",

number = "1",

}

TY - JOUR

T1 - Consultation interactions between special education teachers and child psychiatrists

AU - Mattison, R. E.

PY - 2001

Y1 - 2001

N2 - Characteristics were investigated for 169 special education students referred to a child psychiatrist consultant. There was a common occurence of learning or language disorders, predominance of attention deficit/hyperactivity disorder, severity and complexity of psychopathology,and undertreatment. The teachers especially asked about diagnosis, behavioral management, and medication and also about issues involving learning and language disorders.

AB - Characteristics were investigated for 169 special education students referred to a child psychiatrist consultant. There was a common occurence of learning or language disorders, predominance of attention deficit/hyperactivity disorder, severity and complexity of psychopathology,and undertreatment. The teachers especially asked about diagnosis, behavioral management, and medication and also about issues involving learning and language disorders.

UR - https://www.scopus.com/pages/publications/0035136242

UR - https://www.scopus.com/pages/publications/0035136242#tab=citedBy

U2 - 10.1016/s1056-4993(18)30073-7

DO - 10.1016/s1056-4993(18)30073-7

M3 - Review article

C2 - 11214421

AN - SCOPUS:0035136242

SN - 1056-4993

VL - 10

SP - 67

EP - 82

JO - Child and Adolescent Psychiatric Clinics of North America

JF - Child and Adolescent Psychiatric Clinics of North America

IS - 1

ER -

Consultation interactions between special education teachers and child psychiatrists

Abstract

UN SDGs

All Science Journal Classification (ASJC) codes

Access to Document

Other files and links

Fingerprint

Cite this