scholarly journals Students with ADHD: Social Skills, Behavioral Problems, Academic Performance, and Family Resources

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 545-557
Author(s):  
Anaísa Leal Barbosa Abrahão ◽  
Luciana Carla dos Santos Elias
Keyword(s):  
Academic Performance ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
Behavior Problems ◽  
Behavioral Problems ◽  
Reference Sample ◽  
Academic Competence ◽  
Family Resources ◽  
Students With Adhd

Abstract ADHD constitutes a developmental risk. The general aim was to identify social skills, behavior problems, academic performance and family resources of children with ADHD, with the specific aim being to compare students regarding indicators of ADHD and the use or not of medication. Participants were 43 Elementary Education I students (M=9.6 years, SD=1.5), 43 parents (M=39.1 years, SD=7.6) and 38 teachers (M=43.1 years, SD=8.4). The instruments used were the Inventory of Social Skills, Behavior Problems and Academic Competence (SSRS-BR), Conners’ Scale and the Inventory of Family Resources. The collection was carried out in public schools. The results showed that the students had scores higher than the reference sample in Behavior Problems and Social Skills and lower in classes of social skills and Academic Competence; the presence of family resources; and grades above 5.0 as a school mean. We concluded that there is a need for interventions with the studied population.

scholarly journals Screening of Developmental Difficulties during the Transition to Primary School

2021 ◽  
Vol 18 (8) ◽  
pp. 3958
Author(s):  
Carolina González ◽  
Ramón D. Castillo ◽  
José Patricio Franzani ◽  
Cristian Martinich
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Executive Functions ◽  
Primary School ◽  
Behavioral Problems ◽  
Developmental Disorders ◽  
First Grade ◽  
School Age ◽  
Early Screening ◽  
Language Version

The five-to-fifteen (FTF) questionnaire is a screening tool completed by parents that is able to distinguish developmental disorders in children aged 5 to 15 years old. The current study aimed to characterize the developmental difficulties by gender and school age (kindergarten and first grade) of children in their transition to primary school, using the Spanish-language version of the FTF questionnaire. The participants were 541 parents of typically developed children from kindergarten and first grade in public schools in Chile. Developmental difficulties were revealed, showing that boys displayed significantly more difficulties in their social skills when compared to girls, and that kindergartners displayed significantly more developmental difficulties than first graders. The children’s developmental difficulties in executive functions, social skills, and emotional/behavioral problems exhibited interactions between gender and school age. The findings were discussed in terms of current conceptualizations of both executive functions and self-regulatory processes. These processes and functions are configured early in development, are gradually consolidated over the course of school age, and can be strengthened or weakened by conditions experienced in childhood. Early screening of developmental difficulties from the parents’ perspective would facilitate early detection of problems, as early as in kindergarten, and considering the normal adaptable development of children.

Organizational Skills Training for Children with ADHD

2017 ◽  
Vol 41 (S1) ◽  
pp. S123-S123
Author(s):  
A. Bikic ◽  
D. Sukhodolsky ◽  
S. Dalsgaard
Keyword(s):  
Academic Performance ◽  
Behavioral Problems ◽  
Controlled Trial ◽  
Strong Association ◽  
Skills Training ◽  
Primary Objective ◽  
Treatment As Usual ◽  
Children With Adhd ◽  
Organizational Skills ◽  
Students With Adhd

IntroductionIn addition to problems with inattention and hyperactivity, children with ADHD show poor organizational skills required for managing time and materials in academic projects. Poor organizational skills are associated with academic underachievement as well as psychosocial, occupational and economic difficulties. Behavioral approaches for ADHD are effective in reducing hyperactivity symptoms and behavioral problems, but the effects on academic functioning have been modest. An increasing emphasis on treatment of organizational skills has emerged in recent years, as difficulties with time management and organization of materials tend to persist and increase with age despite medication and behavioral treatments.ObjectivesThe primary objective is to investigate whether organizational skills training has a positive effect on organizational skills. The secondary and exploratory objectives are to investigate the effect on ADHD symptoms, adaptive functioning, academic performance and cognitive functions with a 24 weeks follow up.AimsOur goal is to provide cost-effective group-based treatment for children with ADHD and their parents. This will be the first randomized and controlled trial of organizational skills in Denmark.MethodsParticipants are included in two sites in Southern Denmark and will be randomized to Organizational skills training or treatment as usual. Organizational skills training will be provided in a group format for children and parents over 10 weeks.Perspectives Given the strong association between organizational skills and functional outcome, it is very important to address organizational skills in children and adolescents with ADHD as organizational skills deficits hinder the academic performance of even gifted students with ADHD and increase with age.Disclosure of interestThe authors have not supplied their declaration of competing interest.

scholarly journals Adaptive tasks: school transition from the 5th to 6th grade of elementary education

Psico-USF ◽  
2020 ◽  
Vol 25 (3) ◽  
pp. 481-492
Author(s):  
Cynthia Cassoni ◽  
Marta R. G. Correia-Zanini ◽  
Edna Maria Marturano ◽  
Anne Marie Fontaine
Keyword(s):  
Life Satisfaction ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
Assessment System ◽  
Support Network ◽  
Self Concept ◽  
Stress Scale ◽  
Stress Symptoms ◽  
Concept Evaluation

Abstract Within the ages of ten and thirteen years, children experience changes in elementary school. Focusing on students from public schools, the aim of this study was to investigate whether, from the 5th to 6th grade, they change indicators of performance, social skills, self-satisfaction and support network, self-concept and stress dimensions from one grade to another. A total of 379 students (212 girls), with a mean age of 10.6 years (SD = 0.91), participated at the beginning of the study. Instruments: Social Skills Assessment System; Child Stress Scale; Proof Brazil; Questionnaire for Self-Concept Evaluation; Multidimensional Scale of Life Satisfaction for Children. The results indicate a decrease in social skills, self-concept and life satisfaction; indicators of stress symptoms and academic performance increased from the 5th to 6th grade. The results are partially in agreement with previous findings of adverse effects of transition.

scholarly journals Adolescent Social Skills, Perception of Social Support and Motivation to Learn: the impact on School Performance

Psico-USF ◽  
2021 ◽  
Vol 26 (3) ◽  
pp. 533-543
Author(s):  
Humberto Claudio Passeri Medeiros ◽  
Adriana Benevides Soares ◽  
Marcia Cristina Monteiro
Keyword(s):  
Social Support ◽  
Public Schools ◽  
Social Skills ◽  
Elementary Education ◽  
School Performance ◽  
Preventive Intervention ◽  
Self Control ◽  
Motivation To Learn ◽  
The Social ◽  
The Impact

Abstract The aim of this study was to verify whether the School Performance variable can be explained by the Adolescent Social Skills (ASS), Motivation to Learn and Perception of Social Support constructs in groups of students that were with and without an age/grade discrepancy in Elementary School and in Acceleration classes. This study also aimed to compare the constructs in the groups. Participants were 500 students from public schools, aged 15 to 18 years, divided into two groups according to the school progression. The Social Skills Inventory for Adolescents, the Learning Motivation in Elementary Education Scale, the Social Support Appraisals Scale and the Class Council Maps of the participating institutions were used. For the data analysis, Multiple Linear Regression was performed and Student’s t-test. The results showed that Adolescent Social Skills, Motivation to Learn and the Perception of Social Support better explained the school performance of the regular progression students. When comparing the groups, the regular progression students presented higher mean scores in Empathy, Self-Control, Civility, Assertiveness, Social Development and in the overall total of the ASS scale. The same occurred when comparing the means of Perception of Social Support and Motivation to Learn of students with and without age/grade discrepancy. The data obtained can contribute to preventive intervention actions for academic competences and social skills, aiming at improving school performance and maintaining regular progression.

scholarly journals Sociodemographic Characteristics, Behavioral Problems, Parental Concerns and Children’s Strengths Reported by Parents

2017 ◽  
Vol 27 (67) ◽  
pp. 46-55 ◽  
Author(s):  
Deisy Ribas Emerich ◽  
Luiz Renato Rodrigues Carreiro ◽  
Ana Maria Justo ◽  
Paula Guedes ◽  
Maria Cristina Triguero Veloz Teixeira
Keyword(s):  
Public Schools ◽  
Behavior Problems ◽  
Child Behavior ◽  
Behavioral Problems ◽  
Private School ◽  
Child Behavior Checklist ◽  
Adaptive Functioning ◽  
Sociodemographic Factors ◽  
Parental Concerns ◽  
Parent Concerns

Abstract: Parental report is essential to understand adaptive difficulties in childhood. The aim of the study was to identify concerns of parents and qualities of children reported by parents, as well as the association of these variables with sociodemographic factors and child behavior problems. Parents of 353 schoolchildren from three public schools and one private school took part in the study. Assessment of behavior problems and parental reports about concerns and children’s strengths were obtained from the Child Behavior Checklist - CBCL. We submitted parents’ answers to the open-ended questions in the CBCL to a lexical analysis with the IRAMUTEQ software. Results concerning ‘strengths’ were related to affective and social interaction, while ‘concerns’ were related to academic performance and prevention of behavior problems. We concluded that parent concerns are targets of preventive interventions in childhood, while child strengths reported by parents are skills that need to be developed, as they help in adaptive functioning.

scholarly journals Social Interactions between Teachers and Students: A Study Addressing Associations and Predictions

2018 ◽  
Vol 28 (0) ◽  
Author(s):  
Marília Mariano ◽  
Alessandra Turini Bolsoni-Silva
Keyword(s):  
Public Schools ◽  
Social Skills ◽  
Behavior Problems ◽  
Protective Factor ◽  
Structured Interview ◽  
Educational Practices ◽  
Clinical Indicators ◽  
Predictive Values ◽  
Teachers And Students ◽  
And Gender

Abstract Interactions between teachers and students impact children’s academic and social learning. This study’s objective was to identify associations and predictions between variables concerning social educational skills, negative educational practices, behavior problems and the social skills of students differentiated by schooling, clinical indicators of behavior problems, and gender. A total of 283 children and their teachers from the public schools participated in the study, who answered questionnaires and participated in a semi-structured interview. Correlation and regression statistical analysis were performed. All the groups presented positive correlations between social educational skills, children’s social skills, negative educational practices, and behavior problems. Behavior problems and social skills presented predictive values among preschoolers. The aforementioned variables, together with positive and negative educational practices, presented predictive values among school children. The conclusion is that teachers can be a protective factor for children’s development, but this requires planning.

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