Richard E. Mattison

Child and parent reaction to the Three Mile Island nuclear accident.

Thirty-five local children and their parents were studied 1 1/2 years after the Three Mile Island (TMI) nuclear accident. On a standardized self-report measure, the children were found to have a level of residual anxiety that was not identified by their parents. These children also consistently reported stronger and more symptomatic responses to the TMI accident for themselves than their parents did for them. Child intensity-of-reaction scores were significantly related to mother-father discordance in mood and reaction to the event. Four of the children who were psychiatrically disturbed showed significantly high or low intensity-of-reaction levels.

A DSM-IV-referenced, adolescent self-report rating scale.

OBJECTIVE To examine the reliability and validity of the Youths Inventory-4 (YI-4), a DSM-IV-referenced self-report rating scale. METHOD Youths (N = 239) aged between 11 and 18 years who were clinically evaluated between 1996 and 1999 completed the YI-4, and 79% completed at least one additional self-report. Parents and teachers completed a companion measure. A second sample (N = 47) was retested 2 weeks after an initial evaluation. RESULTS The YI-4 demonstrated satisfactory internal consistency (alpha values = .66-.87) and test-retest reliability (r values = 0.54-0.92), convergent and to lesser extent divergent validity with other self-report measures, and discriminant validity by differentiating children with and without diagnosed attention-deficit/hyperactivity disorder, conduct disorder, substance use, generalized anxiety disorder, or major depressive disorder. Youth-parent (r values = 0.05-0.50) and youth-teacher (r values < 0.18) agreement was generally modest. CONCLUSIONS These findings provide preliminary support for the clinical utility of the YI-4 for symptom assessment in referred youths.

The Prevalence of Psychiatric Disorder in Children with Speech and Language Disorder An Epidemiologic Study

Abstract One hundred speech- and language-delayed children (mean age 51/2 years) presenting consecutively to a suburban speech and hearing clinic were evaluted for psychiatric disorders. Fifty-three of these children received at least one psychiatric diagnosis, using the proposed DSM III Criteria. Attentional Deficit Disorder was diagnosed in 19 children, Oppositional Disorder in 13, and various anxiety disorders in 12. These findings confirmed the hypothesis that children with speech and language disorders are at risk for psychiatric disorder. These findings have important implications for speech and language therapists planning comprehensive and effective treatment for such children.

Minorities Are Disproportionately Underrepresented in Special Education: Longitudinal Evidence Across Five Disability Conditions

We investigated whether minority children attending U.S. elementary and middle schools are disproportionately represented in special education. We did so using hazard modeling of multiyear longitudinal data and extensive covariate adjustment for potential child-, family-, and state-level confounds. Minority children were consistently less likely than otherwise similar White, English-speaking children to be identified as disabled and so to receive special education services. From kindergarten entry to the end of middle school, racial- and ethnic-minority children were less likely to be identified as having (a) learning disabilities, (b) speech or language impairments, (c) intellectual disabilities, (d) health impairments, or (e) emotional disturbances. Language-minority children were less likely to be identified as having (a) learning disabilities or (b) speech or language impairments.

Prevalence of Learning Disabilities at Enrollment in Special Education Students with Behavioral Disorders.

The prevalence of learning disabilities (LD) was studied in a sample of 233 students aged 6 to 16 years who were newly identified with behavioral disorders (BD). Using a battery of the WISC-R and the WJPEB achievement tests (i.e., reading, mathematics, and written language), occurrence was determined for four LD definitions: state, ability-achievement, regression-based ability-achievement, and low achievement. The mean Full Scale IQ for the students was 99.0. Over all, 53.2% met at least one LD definition, ranging from 15.9% for low achievement to 42.9% for regression. Almost one-quarter showed overlapping between low achievement and discrepancy definitions. Age, gender, and race had few significant effects on the LD frequencies, and no single achievement area predominated. The need for thorough testing for LD in students with BD at both initial evaluation and subsequent reevaluations is discussed, as well as the subsequent delivery of sufficient LD services.

Three-Year Course of Learning Disorders in Special Education Students Classified as Behavioral Disorder

OBJECTIVE To investigate the 3-year course of learning disorders (LDs) and academic achievement in a sample of students with psychiatric disorders who were newly classified by the special education category of behavioral disorder (BD). METHOD The occurrence of four definitions for LD (both discrepancy and low achievement) based on the WISC-R and the Woodcock-Johnson Psychoeducational Battery was followed in 81 students with BD from the time of their enrollment in BD classes to their first reevaluation after 3 years. Odds ratios (ORs) were used to measure stability of LDs in these students. RESULTS The prevalence of any LD was 64.2% at baseline and 61.7% at follow-up. Most of the 10 possible LD categories showed significant ORs, and the average OR was 21.9. At follow-up after 3 years, students both with and without LD at baseline had approximately the same achievement standard scores in reading and mathematics, but a significantly lower score for written language. Standard scores for the students without LD consistently were significantly higher than the scores for students with comorbid LD. CONCLUSION LDs in this unique sample of students with psychiatric disorders remained common and generally stable over the first 3 years.

Enrollment Predictors of the Special Education Outcome for Students with SED.

Data pertaining to two outcome groups (75 successful completion and 76 unsuccessful) of elementary and secondary school students newly classified with serious emotional disturbance (SED) previously established by Mattison and Felix (1997) were analyzed. Enrollment variables (i.e., demographics, cognitive characteristics, family stressors, DSM-III psychiatric diagnoses, and multirater instrument ratings) were investigated for their ability to predict membership in the two outcome groups. Four baseline variables emerged as significant predictors of the unsuccessful outcome group: increasing enrollment age, any presence of a DSM-III conduct or oppositional disorder, WISC-R verbal IQ significantly lower than performance IQ, and absence of any DSM-III depressive or anxiety disorder. The overall concordance rate was 73.3%. A practical point system using the predictors was developed to estimate the probability of a successful or an unsuccessful outcome for a student newly identified with SED. Implications of the predictor variables are discussed in regard to comprehensive treatment planning for students newly classified with SED.

Relationships Between Learning Disability, Executive Function, and Psychopathology in Children With ADHD

Objective: Learning disabilities (LD), executive function (EF), and psychopathology were investigated to clarify their relationships in 595 children with ADHD. Method: Standard instruments for IQ, achievement, EF, and parent and teacher ratings of psychopathology were obtained at the time of outpatient evaluation. Results: Comparisons between the 437 children with LD (as defined by predicted achievement) and the 158 children without LD showed significantly worse EF in the LD group but no significant differences in verbal or performance IQ. Parent and teacher ratings of both ADHD and non-ADHD psychopathology also showed no significant differences between LD and No LD groups. Correlational analyses found that IQ, EF, and achievement measures were significantly related to each other; the same was also true for subscales of psychopathology as rated by parent and teachers. However, significant correlations between the cognitive/achievement measures and the psychopathology ratings were few. Conclusion: The addition of LD to ADHD appears to be associated with worse executive dysfunction, but it does not affect ADHD or non-ADHD psychopathology according to both parents and teachers.

Long‐Term Stability of Child Behavior Checklist Profile Types in a Child Psychiatric Clinic Population

OBJECTIVE To study the long-term stability of Child Behavior Checklist (CBCL) profile types, which represent childrens overall patterns of single and comorbid scale elevations. METHOD Profile types were determined for 623 outpatient children at referral and then at mean follow-up 4.8 years later, and their continuity was determined. RESULTS At baseline 37.5% of the children were classified by a profile type, and 41.9% of these originally classified children continued to be classified at follow-up. The average odds ratio for a child continuing as a specific CBCL profile type from baseline to follow-up was 8.2. When children changed from one specific profile type to another, they usually continued in the same broad externalizing or internalizing category. Children who were not classified by a profile type at baseline generally remained unclassified. CONCLUSIONS Stability findings for CBCL profile types appeared good and were similar to past longitudinal results for CBCL scales and DSM diagnoses. These profile types may prove an important empirical method for addressing the problem of comorbid clinical pictures.

Distinguishing Characteristics of Elementary Schoolboys Recommended for SED Placement.

As a total group, 170 boys aged 6 to 11 years who were referred for SED consideration were characterized by limited mental health and educational intervention, noteworthy family stressors, and externalizing DSM-III psychiatric disorders, especially attention deficit disorder. The 100 boys recommended for SED placement were especially distinguished by multiple family stressors, serious dysfunction according to clinician ratings, and complex diagnostic pictures. The findings lend support to current revision of Public Law 94–142 SED criteria, as well as suggest directions for the prevention and treatment of SED students.