Comparing early-childhood and school-aged systems of care for children with emotional and behavioral difficulties: risk, symptom presentation, and outcomes
dc.contributor.author | Schreier, Alayna | |
dc.contributor.author | Kaufman, Joy S. | |
dc.contributor.author | Crusto, Cindy A. | |
dc.date.accessioned | 2020-05-29T06:47:36Z | |
dc.date.issued | 2019-08 | |
dc.description.abstract | OBJECTIVES : Most large-scale evaluations of systems of care (SOCs) have focused on school-aged populations, with limited research examining early childhood SOCs. As a result, little is known about how risk profiles, symptom presentation, and outcomes may vary between early childhood and school-aged SOC participants. This descriptive study uses data from two SOCs—an early childhood SOC (EC-SOC) and a school-aged SOC (SA-SOC)—to examine the differences across age groups in how children and families present to SOCs and the extent to which risk factors and symptoms change over six months of enrollment. METHOD : Participants were 184 children in the EC-SOC (mage = 3.91) and 142 children in the SA-SOC (mage = 9.36). Families completed measures assessing risk factors and functioning at enrollment and at six-month follow up. Descriptive analyses measured the presence of risk factors and symptoms at enrollment and follow-up. Correlations were computed to determine the associations between symptom measures. RESULTS : Results identified areas of similarity and difference between families presenting for SOCs at different developmental stages. Younger children experienced greater behavioral problems (Hedge’s g = 0.52, p< 0.001) with more associated caregiver stress (Hedge’s g range = 0.34–0.62, p < 0.01) and strain (Hedge’s g = 0.34, p= 0.005). Trauma was more strongly associated with child and caregiver symptoms among younger children. Greater change in symptom measures was observed for the EC-SOC. CONCLUSIONS : Findings highlight the importance of providing services in early childhood and provide guidance for SOC service provision at different ages. | en_ZA |
dc.description.department | Psychology | en_ZA |
dc.description.embargo | 2020-08-05 | |
dc.description.librarian | hj2020 | en_ZA |
dc.description.sponsorship | The preparation of this paper was supported, in part, by the first author’s National Institutes of Health T32-funded postdoctoral training fellowship (T32DA019426-13). The New London Building Blocks project was supported by a grant from the Center for Mental Health Services of the Substance Abuse and Mental Health Services Administration. The Rhode Island Positive Educational Partnership project was supported through a cooperative agreement by the Center for Mental Health Services of the Substance Abuse and Mental Health Services Administration to the State of Rhode Island Department of Children, Youth, and Families. | en_ZA |
dc.description.uri | https://link.springer.com/journal/10826 | en_ZA |
dc.identifier.citation | Schreier, A., Kaufman, J.S. & Crusto, C.A. Comparing Early-Childhood and School-Aged Systems of Care for Children with Emotional and Behavioral Difficulties: Risk, Symptom Presentation, and Outcomes. Journal of Child and Family Studies 28, 2312–2325 (2019). https://doi.org/10.1007/s10826-019-01447-z. | en_ZA |
dc.identifier.issn | 1062-1024 (print) | |
dc.identifier.issn | 1573-2843 (online) | |
dc.identifier.other | 10.1007/s10826-019-01447-z | |
dc.identifier.uri | http://hdl.handle.net/2263/74780 | |
dc.language.iso | en | en_ZA |
dc.publisher | Springer | en_ZA |
dc.rights | © Springer Science+Business Media, LLC, part of Springer Nature 2019. The original publication is available at : https://link.springer.com/journal/10826. | en_ZA |
dc.subject | Systems of care (SOCs) | en_ZA |
dc.subject | Early childhood | en_ZA |
dc.subject | School-aged | en_ZA |
dc.subject | Family risk factors | en_ZA |
dc.subject | Youth outcomes | en_ZA |
dc.title | Comparing early-childhood and school-aged systems of care for children with emotional and behavioral difficulties: risk, symptom presentation, and outcomes | en_ZA |
dc.type | Postprint Article | en_ZA |