Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- 26 Impairments Related to Medical Conditions
- 27 Psychological Considerations for Asthma
- 28 Substance Use and Misuse Prevention: Guidance for Practitioners
- 29 Coordinating Services with Nonschool Providers
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
26 - Impairments Related to Medical Conditions
from Part V - Health and Pediatric Interventions
Published online by Cambridge University Press: 18 September 2020
Book contents
- The Cambridge Handbook of Applied School Psychology
- The Cambridge Handbook of Applied School Psychology
- Copyright page
- Contents
- Contributors
- Contributor Biographies
- Acknowledgments
- 1 Broadening the Focus of School Psychology Practice
- Part I Individual-Level Academic Interventions
- Part II Teacher- and System-Level Interventions
- Part III Interventions from Educational and Social/Personality Psychology
- Part IV Behavioral and Social-Emotional Interventions
- Part V Health and Pediatric Interventions
- 26 Impairments Related to Medical Conditions
- 27 Psychological Considerations for Asthma
- 28 Substance Use and Misuse Prevention: Guidance for Practitioners
- 29 Coordinating Services with Nonschool Providers
- Part VI Family Connections and Life Transitions
- Part VII Special Populations
- Part VIII Conclusion
- Index
- References
Summary
Chronic pediatric illnesses are common and they are often educationally consequential. Many chronically ill children experience severe educational impairments. Empirical research on the pediatric illness–schooling interface notwithstanding, theoretical endeavors on the topic are largely missing. This chapter presents a theoretical model comprising four interrelated dimensions. These are the nature and severity of the pediatric illness itself (e.g., asthma, epilepsy), educational challenges common to each illness (e.g., direct neurocognitive effects, uninformed teachers), students’ personal strengths (e.g., emotional resilience), and environmental supports (e.g., social supports at school). These three dimensions are hypothesized to mutually determine the nature and severity of any adverse educational impacts (e.g., academic or attendance problems). The model is abbreviated as P-CSI, to denote Pediatric, Challenges, Strengths/Supports, and Impacts. It is argued that the P-CSI model helps contextualize existing information on prevention and intervention. It may also reveal gaps to be addressed by future research concerning pediatric illnesses at school.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Applied School Psychology , pp. 453 - 470Publisher: Cambridge University PressPrint publication year: 2020
References
Askins, M. A., & Moore, B. D. (2008). Preventing neurocognitive late effects in childhood cancer survivors. Journal of Child Neurology, 23, 1160–1170. https://doi.org/10.1177/0883073808321065Google Scholar
Bohac, G., & Wodrich, D. L. (2013). A model-based approach to understanding school status of students with epilepsy. Epilepsy & Behavior, 27, 4–8. https://doi.org/10.1016/j.yebeh.2012.12.012CrossRefGoogle ScholarPubMed
Bradley-Klug, K. L., Sundman, A. N., Nadeau, J., Cunningham, J., & Ogg, J. (2010). Communication and collaboration with schools: Pediatricians’ perspectives. Journal of Applied School Psychology, 26, 263–281. https://doi.org/10.1080/15377903.2010.518583Google Scholar
Bush, V. (2011). Parent-teacher communication concerning epilepsy: To disclose or not to disclose (Unpublished master’s thesis). Arizona State University, Tempe, AZ.Google Scholar
Campiglia, M., Seegmuller, C., Le Gall, D., et al. (2014). Assessment of everyday executive functioning in children with frontal or temporal epilepsies. Epilepsy & Behavior, 39, 12–20. https://doi.org/ 10.1016/j.yebeh.2014.07.023Google Scholar
Canter, K. S., & Roberts, M. C. (2012). A systematic and quantitative review to facilitate school reentry for children with chronic health conditions. Journal of Pediatric Psychology, 37, 1065–1075. https://doi.org/10.1093/jpepsy/jss071Google Scholar
Champaloux, S. W., & Young, D. P. (2015). Childhood chronic health conditions and educational attainment: A social ecological approach. Journal of Adolescent Health, 56, 98–105. https://doi.org/10.1016/j.jadohealth.2014.07.016Google Scholar
Crump, C., Rivera, D., London, R., et al. (2013). Chronic health conditions and school performance among children and youth. Annals of Epidemiology, 23, 179–184. https://doi.org/10.1016annepidem.2013.01.001Google Scholar
Cunningham, M. M., & Wodrich, D. L. (2006). The effect of sharing health information on teachers’ production of classroom accommodations. Psychology in the Schools, 43, 553–564. https://doi.org/10.1002/pits.20166CrossRefGoogle Scholar
Cunningham, M. M., & Wodrich, D. L. (2012). Teachers’ academic appraisals and referral decisions: The effect of sharing health information when diabetes is present. Psychology in the Schools, 49, 852–863. https://doi.org/10.1002/pits.21644Google Scholar
Daley, K. B., Wodrich, D. L., & Hasan, K. (2006). Cognitive and academic functioning among children with Type 1 diabetes mellitus: The influence of glucose levels and stability. Journal of Pediatrics, 148, 201–206. https://doi.org/10.1016/j.jpeds.2005.08.076Google Scholar
Dombrowski, S. C., Canivez, G. L., Watkins, M. W., & Beajean, A. A. (2015). Exploratory factor analysis of the Wechsler Intelligence Scale for Children-Fifth Edition with 16 primary and secondary subtests. Intelligence, 53, 194–201. https://doi.org/10.1016/j.intell.2015.10.009Google Scholar
DuPaul, G. J., Power, T., & Shapiro, E. S. (2009). Schools and integration/reintegration into schools. In Roberts, M. C. & Steele, R. G. (Eds.), Handbook of pediatric psychology (4th ed. pp. 689–702). New York, NY: Guilford Press.Google Scholar
Gay, C. (2011). Teachers’ preferred methods of gaining information about epilepsy (Unpublished doctoral dissertation). Arizona State University, Tempe, AZ.Google Scholar
Jackson, D. C., Dabbs, K., Walker, N. M., et al. (2013). The neuropsychological and academic substrate of new/recent-onset epilepsies. Journal of Pediatrics, 162, 1047–1053.e1. https://doi.org/10.1016/j.jpeds.2012.10.046Google Scholar
Kashikar-Zuck, S., Johnston, M., Ting, T. V., et al. (2010). Relationship between school abstenteeism and depressive symptoms among adolescents with juvenile fibromyalgia. Journal of Pediatric Psychology, 35, 996–1004. https://doi.org/10.1093/jpepsy/jsq020Google Scholar
Kazdin, A. E. (2013). Behavior modification in applied settings (7th ed.). Long Grove, IL: Waveland Press.Google Scholar
Kratochwill, T. R., Altschaefl, M. R., & Bice-Urbach, B. (2014). Best practices in school-based problem-solving consultation: Applications in prevention and intervention systems. In Harrison, P. L. & Thomas, A. (Eds.). Best practices in school psychology: Data-based and collaborative decision making (pp. 461–482). Bethesda, MD: NASP Publications.Google Scholar
LaGreca, A. M., Comer, J. S., & Lai, B. S. (2016). Commentary: Key issues, concluding thoughts, and future directions for the study of trauma and child health. Journal of Pediatric Psychology, 41, 149–158. https://doi.org/10.1093/jpepsy/jsv088Google Scholar
Lin, A., Northam, E. A., Rankins, D., Werther, G. A., & Cameron, F. J. (2010). Neuropsychological profiles of young people with Type 1 diabetes 12 years after disease onset. Pediatric Diabetes, 11, 235–243. https://doi.org/10.1111/j.1399-5448.2009.00588.xGoogle Scholar
Logan, D. E., Simons, L. E., & Kaczyinski, K. J. (2009). School functioning in adolescents with chronic pain: The role of depressive symptoms in school impairment. Journal of Pediatric Psychology, 34, 882–892. https://doi.org/10.1093/jpepsy/jsn143Google Scholar
Nabors, L. A., Little, S. G., Akin-Little, A., & Iobst, E. A. (2008). Teacher knowledge and confidence in meeting the needs of children with chronic medical conditions: Pediatric psychology’s contribution education. Psychology in the Schools, 45, https://doi.org/10.1002/pits.20292Google Scholar
Parent, K. B., Wodrich, D. L., & Hasan, K. (2009). Type 1 diabetes mellitus and school: A comparison of patients and healthy siblings. Pediatric Diabetes, 10, 554–562. https://doi.org/10.1016/j.jpeds.2005.08.076Google Scholar
Patino-Fernandez, A. M., Delameter, A. M., Applegate, E. B., et al. (2010). Neurocognitive functioning in preschool-age children with Type 1 diabetes mellitus. Pediatric Diabetes, 11, 424–430. https://doi.org/ 10.1111/j.1399-5448.2009.00618.xGoogle Scholar
Phelps, L. (2011). Pediatric health-related disorders: Prevention and early intervention. In Bray, M. A. & Kehle, T. J. (Eds.), Oxford handbook of school psychology (pp. 685–695). New York, NY: Oxford University Press.Google Scholar
Rosenberg, A. R., Yi-Frazier, J. P., Eaton, L., et al. (2015). Promoting resilience in stress management: A pilot study of a novel resilience-promoting intervention for adolescents and young adults with serious illness. Journal of Pediatric Psychology, 40, 992–999. https://doi.org/10.1093/jpepsy/jsv004Google Scholar
Russ, S. A., Larson, K., & Halfon, N. (2012). National profile of childhood epilepsy and seizure disorder. Pediatrics, 129, 256–264. https://doi.org/10.1542/peds.2010-1371Google Scholar
Spencer, M. L., Wodrich, D. L., Schultz, W., Wagner, L., & Recht, M. (2009). Inattention, hyperactivity-impulsivity, academic skills, and psychopathology in boys with and without haemophila. Haemophilia, 15, 701–706, https://doi.org/10.1111/j.1365-2516.2009.01993.xGoogle Scholar
Sulkowski, M., Jordan, C., & Nguyen, M. L. (2009). Current practices and future direction psychopharmacology training and collaboration in school psychology. Journal of Canadian School Psychology, 24, 237–244. https://doi.org/10.1177/0829573509338616Google Scholar
van Iterson, L., de Jong, P. F., & Zijlstra, B. J. H. (2015). Pediatric epilepsy and comorbid reading disorders, math disorders or autism spectrum disorders: Impact of epilepsy on cognitive patterns. Epilepsy and Behavior, 44, 159–168. https://doi.org/10.1016/j.yebeh.2015.02.007Google Scholar
Ward-Begnoche, W. L., Gance-Cleveland, B., Harris, M. M., & Dean, J. (2008). Description of the design and implementation of a school-based obesity prevention program addressing needs of middle school students. Journal of Applied School Psychology, 24, 247–263. https://doi.org/10.1080/15377900802093249Google Scholar
Winter, A. L., Conklin, H. M., Tyc, V. L., et al. (2014). Executive function late effects in survivors of pediatric brain tumors and acute lymphoblastic leukemia. Journal of Clinical & Experimental Neuropsychology, 36, 818–830. https://doi.org/10.1080/13803395.2014.943695Google Scholar
Wodrich, D. L. (February, 2014). A comprehensive model for understanding pediatric illnesses at school. Poster presented at the annual meeting of the National Association of School Psychologists, Washington, DC.Google Scholar
Wodrich, D. L., Aros-O’Malley, M., & Tesoro, A. (2013). Web-based support for teachers of students with pediatric illnesses: The EdMedKids project. Communique, 42, 16–18.Google Scholar
Wodrich, D. L., & DuPaul, G. J. (2007). A survey of pediatricians regarding the other health impairment category. Communique, 36, 27–30.Google Scholar
Wodrich, D. L., Hasan, K., & Daley, K. B. (2011). Type 1 diabetes and school: A review. Pediatric Diabetes, 12, 63–70. https://doi.org/10.1111/j.1399-5448.2010.00654.xGoogle Scholar
Wodrich, D. L., Jarrar, R., Buchhalter, J., Levy, R., & Gay, C. (2011). Knowledge about epilepsy and confidence in instructing students with epilepsy: Teachers’ responses to a new scale. Epilepsy & Behavior, 20, 360–365. https://doi.org/10.1016/j.yebeh.2010.12.002Google Scholar
Wodrich, D. L., Kaplan, A. M., & Deering, W. M. (2006). Children with epilepsy in school: Special service usage and assessment practices. Psychology in the Schools, 43, 169–181. https://doi.org/10.1022/pits.20123Google Scholar
Wodrich, D. L., Pfeiffer, S. I., & Landau, S. (2008). Contemplating the new DSM-5: Considerations from psychologists who work with school children. Professional Psychology: Research & Practice, 39, 626–632. https://doi.org/10.1037/0735-7028.39.6.626Google Scholar
Ysseldyke, J., Burns, M., Dawson, P., et al. (2006). School psychology: A blueprint for training and practice III. Bethesda, MD: National Association of School Psychologists.Google Scholar