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Teacher-Physician Interaction in the Treatment of Children with Behavioral Disorders.

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Bibliographic Details
Title: Teacher-Physician Interaction in the Treatment of Children with Behavioral Disorders.
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
FullText Text:
  Availability: 0
CustomLinks:
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  Label: Title
  Group: Ti
  Data: Teacher-Physician Interaction in the Treatment of Children with Behavioral Disorders.
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  Data: English
– Name: Author
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  Data: <searchLink fieldCode="AR" term="%22Sindelar%2C+Paul+T%2E%22">Sindelar, Paul T.</searchLink><br /><searchLink fieldCode="AR" term="%22Meisel%2C+C%2E+Julius%22">Meisel, C. Julius</searchLink>
– Name: PeerReviewed
  Label: Peer Reviewed
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  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 14
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 1980
– Name: TypeDocument
  Label: Document Type
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  Data: Speeches/Meeting Papers<br />Reports - Research
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Emotional+Disturbances%22">Emotional Disturbances</searchLink><br /><searchLink fieldCode="DE" term="%22Exceptional+Child+Research%22">Exceptional Child Research</searchLink><br /><searchLink fieldCode="DE" term="%22Interaction%22">Interaction</searchLink><br /><searchLink fieldCode="DE" term="%22Interdisciplinary+Approach%22">Interdisciplinary Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Physicians%22">Physicians</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education+Teachers%22">Special Education Teachers</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22U%2ES%2E%3B+Pennsylvania%22">U.S.; Pennsylvania</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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)
– Name: Note
  Label: Notes
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  Data: Paper presented at a Topical Conference of The Council for Exceptional Children (Minneapolis, MN, August, 1980, Cracker Barrel 12).
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  Data: ED195120
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 14
    Subjects:
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Emotional Disturbances
        Type: general
      – SubjectFull: Exceptional Child Research
        Type: general
      – SubjectFull: Interaction
        Type: general
      – SubjectFull: Interdisciplinary Approach
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Physicians
        Type: general
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: U.S.; Pennsylvania
        Type: general
    Titles:
      – TitleFull: Teacher-Physician Interaction in the Treatment of Children with Behavioral Disorders.
        Type: main
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          Name:
            NameFull: Sindelar, Paul T.
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          Name:
            NameFull: Meisel, C. Julius
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 1980
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