ABSTRACT
METHODS: Investigators reviewed websites of state departments of health and education, and legislation for all 50 states and DC. For states with mandated screenings and a required form, investigators applied structured analysis to assess HBL inclusion. RESULTS: No state mandated that schools require screening for all 7 HBLs. Less than half (49%) required comprehensive school health examinations and only 12 states plus DC required a specific form. Of these, 12 of the forms required documentation of vision screening, 11 of hearing screening, and 12 of dental screening. Ten forms asked about asthma and 9 required documentation of lead testing. Seven asked about general well-being, emotional problems, or mental health. None addressed hunger. When including states without comprehensive school health examination requirements, the most commonly required HBL screenings were for vision (80% of states; includes DC), hearing (75% of states; includes DC) and dental (24% of state; includes DC). CONCLUSION: The lack of state mandated requirements for regular student health screening represents a missed opportunity to identify children with HBLs. Without state mandates, accompanying comprehensive forms, and protocols, children continue to be at risk of untreated health conditions that can undermine their success in school.
Subject(s)
Learning Disabilities/diagnosis , Mass Screening/legislation & jurisprudence , Asthma/complications , Asthma/diagnosis , Child , Female , Hearing Disorders/complications , Hearing Disorders/diagnosis , Humans , Learning Disabilities/etiology , Male , Mental Disorders/complications , Mental Disorders/diagnosis , Toothache/complications , Toothache/diagnosis , Vision Disorders/complications , Vision Disorders/diagnosisABSTRACT
This study describes patterns of youth functioning at intake and 6 months into services in systems of care and change in functioning profiles. Participants included 2,826 males and 1,335 females aged 5 to 18 at intake. Functional impairment was assessed at intake and 6 months. Latent class analysis was used to classify youth based on their functional impairment profiles, and latent class transition analysis was used to examine the conditional probabilities of transitions in class membership between intake and 6 months. Males and females enter services with distinct patterns of functional impairment. The majority of youth remained in their respective profiles. Transitions tended to be from a higher to a lower impairment class. Importantly, a small group of males and females transitioned from a low to a higher impairment class. Providers should note that gender differences existed in the nature of change in class membership over time.