Pediatric Symptom Checklist: Screening school-age children for psychosocial dysfunction

Jellinek, Michael S.; Murphy, Jane M.; Robinson, John; Feins, Anita; Lamb, Sharon; Fenton, Terrence

doi:10.1016/s0022-3476(88)80056-8

Cited by 392 publications

(223 citation statements)

References 14 publications

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“…This questionnaire, elaborated by Jellinek, submits high sensibility (95%) but low specificity (68%), and can be used as a screening for children with behavioral trouble, as we did in our study 3 .…”

Section: Discussionmentioning

confidence: 67%

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Learning disabilities: analysis of 69 children

Meister

Bruck

Antoniuk

et al. 2001

Arq. Neuro-Psiquiatr.

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-With this article we intend to demonstrate the importance of evaluation and follow up of children with learning disabilities, through a multidisciplinary team. As well as to establish the need of intervention. We evaluate 69 children, from Aline Picheth Public School, in Curitiba, attending first or second grade of elementary school, through general and evolutionary neurological examination, pediatric checklist symptoms, and social, linguistic and psychological (WISC-III, Bender Infantile and WPPSI-figures) evaluation. The incidence was higher in boys (84,1%), familiar history of learning disabilities was found in 42%, and writing abnormalities in 56,5%. The most frequent diagnosis was attention deficit and hyperactivity disorder, in 39,1%. With this program, we aimed to reduce the retention taxes and stress the importance of this evaluation, and, if necessary, multidisciplinar intervention in the cases of learning disabilities.KEY WORDS: learning disabilities, attention deficit and hyperactivity disorder. Dificuldades de aprendizado: análise de 69 criançasRESUMO -Neste estudo demonstramos a importância da avaliação e seguimento de crianças com dificuldades no aprendizado, através de equipe multidisciplinar, assim como determinar a necessidade de intervenção em pacientes deste grupo. Avaliamos 69 crianças, provenientes da Escola Estadual Aline Picheth, em Curitiba, cursando primeira ou segunda séries do primeiro grau, através de exame neurológico básico e evolutivo, lista de sintomas, avaliação linguística, social e psicológica (WISC-III, Bender Infantil, WPPSI-gravuras). Houve predominância de meninos (84,1%), presença de história familiar positiva em 42% e alterações de escrita em 56,5%. O diagnóstico encontrado com maior frequência foi déficit de atenção e hiperatividade, em 39,1%. Com este estudo, nós almejamos reduzir as taxas de retenção escolar e enfatizar a importância da avaliação e, se necessário, intervenção multidisciplinar em casos de dificuldades de aprendizado. PALAVRAS-CHAVE: dificuldades de aprendizado, déficit de atenção e hiperatividade.

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Section: Discussionmentioning

confidence: 67%

“…We also applied the Pediatric Symptom Checklist, a 35 item questionnaire, to be answered by the parents, and graduated as the frequence of the complaints: 2 points (often), 1 point (sometimes), and 0 (never). Final scores equal or above 28 points are considered to be a behavioral dysfunction 3 .…”

Section: Methodsmentioning

confidence: 99%

Learning disabilities: analysis of 69 children

Meister

Bruck

Antoniuk

et al. 2001

Arq. Neuro-Psiquiatr.

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“…Foi constatado que 39,1% dos sujeitos tinham TDAH. Esses últimos autores citam que o resultado está de acordo com a literatura, que demonstra a incidência, em crianças em idade escolar, de cerca de 40% (JELLINEK, 1988), e observaram que 25% delas evoluem para difi culdades de aprendizagem. Todo esse contexto confi gura o TDAH como uma das condições crônicas mais prevalentes e controversas na faixa etária pediátrica, apresentando variações discrepantes em diversas pesquisas até então realizadas.…”

Section: Metilfenidato Na Escola: Concerta Ritalinaunclassified

Exigências de produtividade na escola e no trabalho e o consumo de metilfenidato

2014

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Este artigo é um ensaio teórico que apresenta diferentes estudos abordando as condições de produção do diagnóstico do Transtorno de Déficit de Atenção/Hiperatividade (TDAH) e a eleição do metilfenidato como principal terapêutica. Analisou-se o consumo e utilização do medicamento como dispositivo de produtividade, descrevendo as tendências comuns de transgressão do seu uso. Discutiram-se as controvérsias que permeiam o diagnóstico de TDAH e o abuso do metilfenidato como sintoma da sociedade pós-industrial. Concluiu-se que o não cumprimento das exigências de bom desempenho na escola e no trabalho tem contribuído para a configuração do diagnóstico de TDAH. Nesse contexto, ocorre a busca pelo fármaco como estratégia para melhorar o desempenho cognitivo.

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“…Unlike what can be observed among popular reading screeners, there is not a consistent pattern of over-identification. The Pediatric Symptom Checklist (PSC; Jellinek et al, 1988) and the Behavior Assessment System for Children (BASC; Reynolds & Kamphaus, 1992) favor sensitivity (over-identification), whereas the Strengths and Difficulties Questionnaire (SDQ; Goodman, 1997) and the Child Behavior Checklist (CBCL; Achenbach, 1991) favor specificity (under-identification).…”

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confidence: 99%

Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini.

Shapiro

Kim

Robitaille

et al. 2017

School Psychology Quarterly

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The Devereux Student Strengths Assessment Mini (DESSA-Mini; Naglieri, LeBuffe, & Shapiro, 2011/2014) was designed to overcome practical obstacles to universal prevention screening. This article seeks to determine whether an entirely strength-based, 8-item screening instrument achieves technical accuracy in routine practice. Data come from a district-wide implementation of a new social emotional learning (SEL) initiative designed to promote students' social-emotional competence. All students, kindergarten through Grade 8, were screened using the DESSA-Mini. A random 5 students per classroom received additional assessment. Concurrent and predictive criterion studies were conducted using the full DESSA as well as administrative records of serious disciplinary infraction. The DESSA-Mini showed excellent internal reliability, exceeding .90. Negligible to small differences were found between scores on the DESSA-Mini screen and the DESSA full assessment. Classification consistency between the DESSA-Mini and the DESSA was high (87%-94%) in routine practice, with sensitivity and specificity estimates exceeding Glascoe's (2005) standards. Finally, predictive validity of the DESSA-Mini was reliable; students screened as having a Need for SEL Instruction at the beginning of the year were 4.5 times more likely to have a record of serious disciplinary infraction at the end of the school year compared with those who were not identified (p Ͻ .001). These findings compare quite favorably with other instruments used in schools to screen entire student populations, in cases where such analyses have been conducted, and is consistent with a practice preference of identifying, but not overidentifying, students for accelerated preventative interventions for mental, emotional, and behavioral problems.

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Pediatric Symptom Checklist: Screening school-age children for psychosocial dysfunction

Cited by 392 publications

References 14 publications

Learning disabilities: analysis of 69 children

Learning disabilities: analysis of 69 children

Exigências de produtividade na escola e no trabalho e o consumo de metilfenidato

Protective factor screening for prevention practice: Sensitivity and specificity of the DESSA-Mini.

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