Mental Health and Special Education Services at School Entry for Children Who Were Involved with the Child Welfare System as Infants

Autor/inn/en	Ringeisen, Heather; Casanueva, Cecilia; Cross, Theodore P.; Urato, Matthew
Titel	Mental Health and Special Education Services at School Entry for Children Who Were Involved with the Child Welfare System as Infants
Quelle	In: Journal of Emotional and Behavioral Disorders, 17 (2009) 3, S.177-192 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1063-4266
DOI	10.1177/1063426609334280
Schlagwörter	Health Services; Investigations; Mental Health Programs; Child Welfare; Infants; Parents; Probability; Special Education; Foster Care; Special Needs Students; Access to Health Care; Access to Education; Children; Behavior Problems; Learning Problems; Comparative Analysis; Family Influence; At Risk Persons; Adoption + Suchen Sie Ihr Suchwort? Health service; Gesundheitsdienst; Gesundheitswesen; Untersuchung; Kindeswohl; Infant; Toddler; Toddlers; Kleinkind; Eltern; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Special needs education; Sonderpädagogik; Sonderschulwesen; Pflegehilfe; Sonderpädagogischer Förderbedarf; Education; Access; Bildung; Zugang; Bildungszugang; Child; Kind; Kinder; Lernproblem; Risikogruppe
Abstract	This study examines mental health and special education needs and service use at school entry among children involved in maltreatment investigations as infants. Data are from the National Survey of Child and Adolescent Well-Being, a national probability study of 5,501 children investigated for maltreatment. The study sample comprised 959 children who were infants at baseline and 5 to 6 years old at the last follow-up. Half had behavioral or cognitive needs at entry to school. About a quarter received outpatient mental health or special education services. Logistic regression showed that compared to children residing with biological parents, adopted and foster children were more likely to receive mental health services, and children adopted or in kinship care were more likely to receive educational services. Increased monitoring of behavioral and cognitive needs of infants reported for maltreatment may facilitate their access to services and ease the transition to school. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10