McCormick D P
Am J Dis Child. 1977 Mar;131(3):318-22. doi: 10.1001/archpedi.1977.02120160072013.
A practicing pediatrician participated in the evaluation of 21 children with school dysfunction. Diagnoses were coded according to a scheme that included (1) clinical psychiatric syndrome, (2) intellectual level, (3) associated or etiological factors, and (4) academic achievement level. Other members of the team included the school principal, guidance counselor, teacher, nurse, psychologist, social worker, and speech pathologist. The 21 consecutive evaluations were carried out during a 15-month period, comprised 1.5% of the school-age children in the suburban pediatric practice, and accounted for 0.54% of the author's office appointments during the study period. The problems encountered included conduct disorders, specific learning disabilities, mild mental retardation, and seizure disorders. It is suggested that pediatricians may need additional training to participate effectively in this area of school health.
一位执业儿科医生参与了对21名存在学校功能障碍儿童的评估。诊断依据一套方案进行编码，该方案包括：(1)临床精神综合征；(2)智力水平；(3)相关或病因学因素；(4)学业成就水平。团队的其他成员包括学校校长、指导顾问、教师、护士、心理学家、社会工作者和言语病理学家。这21次连续评估在15个月期间进行，占郊区儿科诊所学龄儿童的1.5%，占研究期间作者门诊预约的0.54%。遇到的问题包括品行障碍、特定学习障碍、轻度智力低下和癫痫症。有人建议儿科医生可能需要额外培训，以便有效地参与学校健康的这一领域。
