Profiles of Young Children Teacher-Identified as At Risk for Emotional Disturbance: A Pilot Study

Autor/inn/en	Trout, Alexandra L.; Epstein, Michael H.; Nelson, J. Ron; Reid, Robert; Ohlund, Barbara
Titel	Profiles of Young Children Teacher-Identified as At Risk for Emotional Disturbance: A Pilot Study
Quelle	In: Behavioral Disorders, 31 (2006) 2, S.162-175 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0198-7429
Schlagwörter	Profiles; Prevention; Young Children; Multivariate Analysis; Emotional Disturbances; Early Intervention; High Risk Students; Program Effectiveness; Kindergarten; Grade 1; Symptoms (Individual Disorders); Behavior Problems; Family Influence; Social Influences + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Prävention; Vorbeugung; Frühe Kindheit; Multivariate Analyse; Gefühlsstörung; Problemschüler; School year 01; 1. Schuljahr; Schuljahr 01; Psychiatrische Symptomatik; Sozialer Einfluss
Abstract	As prevention and early intervention opportunities for young children at risk of emotional disturbance (ED) increase, questions regarding the effectiveness of these programs for specific subpopulations of children have emerged. To date, few investigators have examined young children entering early school prevention/intervention programs to determine if clear subpopulations can be identified, and if so, which characteristics are most distinguishing. This study examined the risk factors of 140 kindergarten and first-grade students, identified by teachers as at risk of ED, to determine if distinct profiles exist. Cluster analysis procedures using teacher, child, and parent reports of family, academic, and social/emotional data revealed five distinct clusters: Parent nominated (n = 24), Elevated risks (n = 43), Primarily behavior (n = 25), Primarily academic (n = 27), and False positives (n = 21). Validation techniques revealed that the five clusters were distinguished by clear profiles, which differed across level of severity (i.e., high or low levels of risk per domain) and primary focus of risk (i.e., academic, social/emotional, or familial). Similarities and differences across cluster groups, possible implications for targeted prevention or early intervention programs, study limitations, and directions for future research are presented. (Contains 3 tables and 1 figure.) (Author).
Anmerkungen	Council for Children with Behavioral Disorders. Council for Exceptional Children, 1110 North Glebe Road, Arlington, VA 22201-5704. Tel: 612-276-0140; Fax: 612-276-0142; Web site: http://www.ccbd.net/behavioraldisorders/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10