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Identifying abused children using assessments and observations in the classroom: a preliminary study
Author(s) -
Veltman Marijcke W. M.,
Browne Kevin D.
Publication year - 2003
Publication title -
child abuse review
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.569
H-Index - 41
eISSN - 1099-0852
pISSN - 0952-9136
DOI - 10.1002/car.811
Subject(s) - psychology , standardized test , rating scale , clinical psychology , sibling , child abuse , injury prevention , poison control , medicine , developmental psychology , medical emergency , mathematics education
The paper presents two pilot studies that attempt to identify maltreated children in the classroom. The aim of pilot study 1 was to determine whether six British physically abused children performed signicantly worse than matched non‐abused children on a battery of tests and rating scales over an 18‐month period. The aim of pilot study 2 was to concurrently identify maltreated children from a classroom of children using standardized tests and observed negative behaviours. The method used in study 1 was a cross‐comparison design with six physically abused and 12 comparison children, all between 4 and 8 years old. They were assessed over 18 months at four time‐points on a battery of standardized tests and rating scales. Study 2 was based on a concurrent prediction of child abuse in a class of 30 children (18 male and 12 female) 10 years old. They were assessed on a battery of standardized assessments and by the direct observation of negative behaviour in order to predict those who were on the child protection register (CPR) for actual or suspected abuse and those who were not. The results of study 1 showed signicant differences on the teacher rating scales and on a measure of sibling dependency. Study 2 used standardized assessments and identied three of ve abused children. Direct observations identied one of ve abused children. These two preliminary studies suggest standardized assessments are more useful than behavioural observations in identifying abused children in the classroom setting. Further conrmation is required using larger‐scale investigations. Copyright © 2003 John Wiley & Sons, Ltd.