School competence and emotional/behavioral problems among Norwegian school children as rated by teachers on the Teacher Report Form

Zusammenfassung. Die vorliegende Untersuchung überprüft die Konstruktvalidität einer 16 Items umfassenden Kurzversion der Integrated Teacher Report Form (ITRF), einem universellen und unterrichtsrelevanten Verhaltensscreening zur Diagnostik des externalisierenden Verhaltens von Schüler_innen im Klassenraum. 107 Lehrkräfte bearbeiteten für insgesamt 1048 Schülerinnen und Schüler der ersten bis sechsten Klasse die ITRF sowie zusätzlich jeweils eines von drei im deutschsprachigen Raum etablierten Beurteilungsverfahren. Die Analyse der konvergenten und diskriminanten Validität erfolgt anhand einer Multitrait-Multimethod (MT-MM) Korrelationsmatrix sowie einem strukturprüfenden Correlated Trait-Correlated Method minus 1 [CT-C(M-1)] Modell zur separaten Analyse des Einflusses der Konstrukte (lernbezogene / aufmerksame Verhaltensprobleme, oppositionelle / störende Verhaltensprobleme) und der Methoden (ITRF, zusätzliches Beurteilungsverfahren) auf die erzielten Werte der Beurteilungen. Die Ergebnisse zeigen, dass sich die Stärke der theoretisch postulierten Korrelationen mit den empirischen Daten erwartungskonform abbilden lassen, was auf konvergente und diskriminante Validität hinweist. Die Varianz der ITRF-Werte lässt sich zu einem größeren Anteil durch das zu messende Konstrukt als durch methodenspezifische Einflüsse erklären. Somit liefern unsere Befunde Evidenz für eine angemessene Konstruktvalidität des Verfahrens, weshalb sich die Kurzversion der ITRF für den praktischen Schuleinsatz eignet.

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DDAA and Maternal Reflective Functions

Current Psychology ◽

10.1007/s12144-021-01818-0 ◽

2021 ◽

Author(s):

Alessandro Frolli ◽

Antonella Cavallaro ◽

Stephen Oduro ◽

Antonia Bosco ◽

Agnese Lombardi ◽

...

Keyword(s):

Social Cognition ◽

Parent Training ◽

Old Age ◽

School Children ◽

Behavioral Problems ◽

Behavioral Symptoms ◽

Slight Reduction ◽

Central Idea ◽

Regulatory Functions ◽

Age Range

AbstractIn this study, we propose to examine two types of Parent Training (PT) under DDAA —behavioral and reflective types of PT. The central idea of our work is that the development of parenting educational skills cannot ignore the development of reflective and regulatory functions, which promote pre-mentalization, social cognition, and empathic skills. Because of the lack of studies on the efficacy of behavioral PT addressed to the parents of subjects with DDAA, this work took place. This study included 90 families whose children were diagnosed with the disorder of dysregulated anger and aggression (DDAA) according to criteria of CD 0–5 (2016). The sample included pre-school children aged between 2 and 3 years old (age range 2–3 years), who were equally divided into two groups based on the type of PT administered to the parents or caregivers. Our results indicate that the PT intervention, which is focused on the improvement of parental reflexive functions, helps in obtaining greater results even in the reduction of the externalizing behavioral symptoms. Additionally, results show that the intervention of PT with a behavioral matrix does not improve parental reflexive functions even if it guarantees a slight reduction of children’s behavioral problems.

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Relation of home chaos to cognitive performance and behavioral adjustment of Pakistani primary school children

International Journal of Behavioral Development ◽

10.1177/0165025411406852 ◽

2011 ◽

Vol 35 (6) ◽

pp. 507-516 ◽

Cited By ~ 9

Author(s):

Syeda Shamama-tus-Sabah ◽

Nighat Gilani ◽

Theodore D. Wachs

Keyword(s):

Primary School ◽

Cognitive Performance ◽

School Children ◽

Behavioral Problems ◽

Behavioral Assessment ◽

Developed Countries ◽

Assessment System ◽

Primary School Children ◽

Raven's Standard Progressive Matrices ◽

Home Chaos

Recent findings from Western developed countries have linked home chaos to children’s cognitive performance and behavioral problems. In the present paper we test whether the same pattern of associations can be replicated in a non-Western developing country. Our sample was 203 Pakistani primary school children. To assess home chaos the Confusion, Hubbub, and Order Scale (CHAOS) was translated into Urdu and administered to mothers. Children were assessed using the parent and teachers rating forms of the Behavioral Assessment System for Children and the Raven's Standard Progressive Matrices. Home chaos was not related to children’s cognitive performance. However, replicating previous findings from Western developed countries, greater home chaos uniquely predicted higher levels of internalizing and externalizing behavioral problems as well as lower levels of adaptive behavior in Pakistani children, as rated by both mothers and teachers.

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Parents' and Teachers' Sensitivity to Unhappiness Reported by Undercontrolled Children

Behavioral Disorders ◽

10.1177/019874298901400301 ◽

1989 ◽

Vol 14 (3) ◽

pp. 166-174 ◽

Cited By ~ 6

Author(s):

Betty C. Epanchin ◽

Mary Sue Rennells

Keyword(s):

Depressive Symptoms ◽

Behavior Problems ◽

Child Behavior ◽

Child Behavior Checklist ◽

Depressive Symptomatology ◽

Self Report ◽

Teacher Report ◽

Behavioral Ratings ◽

Self Reports ◽

Teacher Report Form

The primary purpose of this study was to investigate parents' and teachers' sensitivity to the unhappiness and depression of 110 elementary-aged undercontrolled children being treated in an inpatient program. Sensitivity was operationally defined as congruence between the child's responses on two self-report measures (Children's Depression Inventory and Hopelessness Scale for Children) and the adults' behavioral ratings of the children on behavior checklists (Child Behavior Checklist and Teacher Report Form). The first hypothesis that children's self-reports of depressive symptoms would not be significantly correlated with parents' and teachers' ratings of depressive symptomatology was supported. Secondly, it was hypothesized that there would be no differences in the level of self-reported depressive symptoms when children who were rated as depressed by their parents and teachers were compared with children rated as not depressed by their parents and teachers. This was also supported. Finally, it was hypothesized that children who reported significant levels of depressive symptomatology would be rated by their parents and teachers as having more behavior problems than children who did not report significant levels of depressed symptomatology. This was partially supported. The implications of these results in relation to identification and treatment are discussed.

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Funcionamento adaptativo, problemas de comportamento e queixas escolares: percepção de professores

Revista Diálogo Educacional ◽

10.7213/1981-416x.18.058.ao05 ◽

2018 ◽

Vol 18 (58) ◽

Author(s):

Graziela Sapienza ◽

Laís Bandeira

Keyword(s):

Teacher Report ◽

Teacher Report Form

A percepção do professor acerca do desempenho e do comportamento do aluno em sala de aula influencia em todo o processo de ensino e aprendizagem. O objetivo desta pesquisa foi conhecer as principais queixas para o encaminhamento de escolares à avaliação psicológica e sua relação com aspectos do funcionamento adaptativo e de comportamento em sala de aula, conforme a percepção dos professores. Foram analisados cinquenta prontuários de estudantes encaminhados para um serviço municipal de psicologia. Posteriormente os professores desses alunos responderam ao Teacher Report Form (TRF). Foram identificados três grupos de queixas (G1 — dificuldades de aprendizagem, G2 — problemas de comportamento e G3 — ambas as queixas) que, quando relacionadas aos dados do TRF, mostraram que escolares do G3 são percebidos com mais problemas de comportamento do que os alunos dos outros grupos, principalmente em relação à ansiedade, problemas sociais e isolamento. Esses dados auxiliam o professor na compreensão de aspectos relacionados a cada uma dessas queixas escolares e pode contribuir para a escolha de métodos mais ajustados no processo de ensino e aprendizagem, além de garantir o encaminhamento para um serviço adequado.

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