Teacher-Physician Interaction in the Treatment of Children with Behavioral Disorders.
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| Title: | Teacher-Physician Interaction in the Treatment of Children with Behavioral Disorders. |
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| Language: | English |
| Authors: | Sindelar, Paul T., Meisel, C. Julius |
| Peer Reviewed: | N |
| Page Count: | 14 |
| Publication Date: | 1980 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Descriptors: | Elementary Secondary Education, Emotional Disturbances, Exceptional Child Research, Interaction, Interdisciplinary Approach, Learning Disabilities, Physicians, Special Education Teachers |
| Geographic Terms: | U.S.; Pennsylvania |
| Abstract: | Questionnaires were mailed to 300 special education teachers of learning disabled and emotionally disturbed students and to 316 pediatricians and psychiatrists to determine the extent of interaction between teachers and physicians in monitoring drug treatment effects. Analysis of teacher data suggested that physician contacts occurred very seldom, although frequency of contact was higher for hyperactivity than for other behavioral disorders. Contact frequency was also higher for teachers of seriously emotionally disturbed students, special class teachers, and teachers at the elementary level. Analysis of the physician data indicated that when physicians do obtain information from teachers, it is most often useful. Data from both groups indicated that contact was no more likely during followup than at diagnosis. (Author/CL) |
| Notes: | Paper presented at a Topical Conference of The Council for Exceptional Children (Minneapolis, MN, August, 1980, Cracker Barrel 12). |
| Journal Code: | RIEAPR1981 |
| Entry Date: | 1981 |
| Accession Number: | ED195120 |
| Database: | ERIC |
| Abstract: | Questionnaires were mailed to 300 special education teachers of learning disabled and emotionally disturbed students and to 316 pediatricians and psychiatrists to determine the extent of interaction between teachers and physicians in monitoring drug treatment effects. Analysis of teacher data suggested that physician contacts occurred very seldom, although frequency of contact was higher for hyperactivity than for other behavioral disorders. Contact frequency was also higher for teachers of seriously emotionally disturbed students, special class teachers, and teachers at the elementary level. Analysis of the physician data indicated that when physicians do obtain information from teachers, it is most often useful. Data from both groups indicated that contact was no more likely during followup than at diagnosis. (Author/CL) |
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