Differences among emotionally disturbed children in three treatment and school settings: discriminant function and multiple regression analysis.
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Biomedical subjects
Publications and source records attributed to B A Stotsky.
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The phenomenal growth in the number and population of nursing homes in this country over the past 40 years is a sign of the overreliance on institutional approaches to care for the ill elderly and the underuse of other community alternatives. The authors discuss the reasons for the growth of nursing homes and outline the problems homes have in securing funding and providing appropriate quality care for patients. Two broad approaches to improving care for the ill elderly in the community--finding alternative community placements and improving the nursing homes themselves--are examined, and the need for homes to document the cost-effectiveness and efficacy of their treatments is highlighted.
This study was undertaken to determine whether there were significant differences among three groups of emotionally disturbed children in Massachusetts: children in private residential schools; children in private day schools; and children in special classes for the emotionally disturbed in public schools. The subjects involved in the study consisted of three groups of children who were evaluated as being emotionally disturbed and whose initial enrollments in the respective programs were accomplished during the 1972 to 1973 school year. This represented 129 children enrolled in private day schools, 72 children enrolled in private residential schools, and 309 children enrolled in public school special classes for the emotionally disturbed. Data for these populations were obtained from the records for each of the children on file at the Massachusetts Department of Education, Division of Special Education. This included data on psychiatric diagnosis, IQ, parental separation, geographical location, family income, family social position, and assessment of the child's physical well-being. In addition, two tests were administered to all subjects: The Rutter Child Behavior Scale was completed by each child's classroom teacher, and the Wide Range Achievement Test was administered by the professional having the responsibility for psychometric testing in the respective school.
This article is a review and evaluation of the world literature on the systemic use of procaine in the treatment of the aging process and the common chronic diseases of later life. Included are data from 285 articles and books, describing treatment in more than 100,000 patients in the past 25 years. Except for a possible antidepressant effect, there is no convincing evidence that procaine (or Gerovital, of which procaine is the major component) has any value in the treatment of disease in older patients. If procaine has an antidepressant effect, there is some likelihood that this accounts for the reports of decreased complaints referable to the musculoskeletal, cardiovascular, endocrine sexual, gastrointestinal and respiratory systems.
In this double-blind study, haloperidol (n = 15) and thiothixene (n = 15), administered parenterally in emergency rooms and outpatient facilities to 30 acutely excited, agitated psychotic patients in hourly doses of 4 mg. or 8 mg., as needed over a four-hour period (total dosage ranging from 4 to 32 mg.), achieved rapid tranquilization in 30 patients. Significant improvement was shown over a six-hour period on BPRS Total Score, the four factors--Thinking Disorder, Anergic state, Excitement and Disorientation, and Depression and also on hourly ratings of 17 symptoms of a Psychiatric Target Symptom Profile. No significant differences were found between the haloperidol-treated and thiothixene-treated groups. Few adverse reactions were noted, all of them mild, the most frequent being drowsiness in six patients.
The relationship between perceptual handicaps and adjustment was studied among 573 emotionally disturbed children from Massachusetts. Little relationship was found between perceptual handicaps and overall adjustment. Antisocial behavior was the most prominent factor related to removal from regular classrooms and placement in special residential and day schools.
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