NCJ Number
203624
Journal
Child Abuse Review Volume: 12 Issue: 5 Dated: September-October 2003 Pages: 315-334
Date Published
September 2003
Length
20 pages
Annotation
This paper describes the aims, methods, and findings of two British pilot studies that have explored the feasibility of using assessments and observations in the context of the classroom to identify maltreated children.
Abstract
The objective of the first pilot study was to determine whether six British physically abused children performed significantly worse than matched nonabused children on a battery of tests and rating scales over an 18-month period. This study used a cross-comparison design with 6 physically abused and 12 comparison children 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. This study found significant differences on the teacher rating scales and on a measure of sibling dependency. The aim of the second study was to concurrently identify maltreated children from a classroom of children by using standardized tests and observed negative behaviors. The study was based on a concurrent prediction of child abuse in a class of 30 children (18 males and 12 females) 10 years old. The children were assessed on a battery of standardized assessments and by the direct observation of negative behavior in order to predict those who were on the child protection register for actual or suspected abuse and those who were not. The study identified three of five abused children. Direct observation identified one of the five abused children. These two pilot studies suggest that standardized assessments are more useful than behavioral observations in identifying abused children in the classroom setting. The authors advise that further confirmation of these findings is required with larger scale investigations. 5 tables, 2 figures, and 62 references