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Chapter 63. School-Based Interventions

Heather J. Walter, M.D., M.P.H.
DOI: 10.1176/appi.books.9781585623921.479978

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Excerpt

The substantial gap between children's mental health service needs and available resources has been well documented in the United States. Although over 10% of all children and adolescents have a psychiatric disorder associated with significant functional impairment—and an estimated 25%–50% of youth engage in risky behaviors such as unprotected sexual activity, substance use, and violent conflict resolution—only 20% of children and adolescents in need of mental health services receive them (President's New Freedom Commission on Mental Health 2003).

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TABLE 63–1. Typical classroom accommodations for students with mental health problems
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TABLE 63–2. Functional behavioral assessment and behavioral intervention plan for disruptive behavior
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TABLE 63–3. Individuals With Disabilities Education Act (IDEA) disability designations and examples of corresponding psychiatric disorders
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TABLE 63–4. Typical components of a special education evaluation
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TABLE 63–5. Typical appeal options for Individuals With Disabilities Education Act (IDEA) conflict resolution
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TABLE 63–6. Typical components and related services of an individualized education program
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TABLE 63–7. Typical educational placement options (least to most restrictive)

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1.
Since the mid-twentieth century, mental health consultation and service to schools has undergone significant expansion, stimulated by a number of broad sociocultural movements coincident with that period. Which of the following is not one of the major sociocultural movements contributing to the expanded role of mental health in education?
2.
Which of the following statements regarding models of school consultation and clinical care is false?
3.
School climate greatly influences the desirability and effectiveness of mental health interventions. Key components of a positive school climate include all of the following except
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