A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among US Children
A Multilevel Investigation into Contextual Reliability in the Designation of Cognitive Health Conditions among US Children
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DOI：
10.1177/2156869319847243
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发表时间：
2020-07-01
影响因子：
5.1
通讯作者：
Fish, Rachel
中科院分区：
文献类型：
--
作者：
Shifrer, Dara;Fish, Rachel
不可靠的诊断（例如，基于不一致的标准，主观的）可能是不准确的，甚至是不公平的。这项研究使用事件历史方法，从2006-2007年和2011-2012年期间，美国西南部一个大型城市学区的378，919名儿童的年度儿童和学校数据中调查认知健康状况（例如，自闭症、学习障碍）。这项研究的结果表明，在控制学生水平差异的情况下，拥有更多资源的学校（师生比例较高，家庭资源较多的学生群体，特许学校或磁铁计划）被指定的可能性更高。跨层次的互动表明，儿童的可能性指定也可能更高，如果他们是独特的相对于其他学生在他们的学校，有时甚至在非临床素质（种族，英语学习者的地位）。
Unreliable diagnoses (e.g., based on inconsistent criteria, subjective) may be inaccurate and even inequitable. This study uses an event history approach with yearly child- and school-level data from 378,919 children in a large urban school district in the southwestern United States between 2006-2007 and 2011-2012 to investigate contextual reliability in the designation of cognitive health conditions (e.g., autism, learning disabilities). This study's findings suggest the likelihood of designation is higher in schools with more resources (higher teacher-to-student ratio, student population with more resources at home, charter school or magnet program), controlling on student-level differences. Cross-level interactions suggest children's likelihood of designation also may be higher if they are distinctive relative to other students in their school, sometimes even in terms of nonclinical qualities (race, English Learner status).