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Titolo:
Consultation interactions between special education teachers and child psychiatrists
Autore:
Mattison, RE;
Indirizzi:
SUNY Stony Brook, Dept Psychiat, Div Child Psychiat, Stony Brook, NY 11794USA SUNY Stony Brook Stony Brook NY USA 11794 chiat, Stony Brook, NY 11794USA
Titolo Testata:
CHILD AND ADOLESCENT PSYCHIATRIC CLINICS OF NORTH AMERICA
fascicolo: 1, volume: 10, anno: 2001,
pagine: 67 -
SICI:
1056-4993(200101)10:1<67:CIBSET>2.0.ZU;2-O
Fonte:
ISI
Lingua:
ENG
Soggetto:
DEFICIT HYPERACTIVITY DISORDER; BEHAVIORAL-DISORDERS; MENTAL-HEALTH; LEARNING-DISABILITIES; STUDENTS; FUTURE; ISSUES; ENROLLMENT; DIAGNOSES; PLACEMENT;
Tipo documento:
Article
Natura:
Periodico
Settore Disciplinare:
Social & Behavioral Sciences
Citazioni:
50
Recensione:
Indirizzi per estratti:
Indirizzo: Mattison, RE SUNY Stony Brook, Dept Psychiat, Div Child Psychiat, Putnam Hall,S Campus,Stony Brook, NY 11794 USA SUNY Stony Brook Putnam Hall,S Campus Stony Brook NY USA 11794
Citazione:
R.E. Mattison, "Consultation interactions between special education teachers and child psychiatrists", CH ADOLESC, 10(1), 2001, pp. 67

Abstract

Characteristics were investigated for 169 special education students referred to a child psychiatrist consultant. There was a common occurrence 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, andmedication and, also about issues involving learning and language disorders.

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Documento generato il 21/01/20 alle ore 06:56:42