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

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.

Konstruktvalidität eines universellen Screenings zur unterrichtsnahen und ökonomischen Diagnostik herausfordernden Verhaltens von Schüler_innen – eine Multitrait-Multimethod-Analyse

Zeitschrift für Pädagogische Psychologie ◽

10.1024/1010-0652/a000232 ◽

2019 ◽

Vol 33 (1) ◽

pp. 17-31 ◽

Cited By ~ 1

Author(s):

Gino Casale ◽

Robert J. Volpe ◽

Thomas Hennemann ◽

Amy M. Briesch ◽

Brian Daniels ◽

...

Keyword(s):

Teacher Report ◽

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.

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 ◽

Depressive Symptomatology ◽

Self Report ◽

Teacher Report ◽

Behavioral Ratings ◽

Self Reports ◽

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.

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

Scandinavian Journal of Psychology ◽

10.1111/j.1467-9450.2011.00889.x ◽

2011 ◽

Vol 52 (6) ◽

pp. 553-559 ◽

Cited By ~ 18

Author(s):

BO LARSSON ◽

MAY BRITT DRUGLI

Keyword(s):

School Children ◽

Behavioral Problems ◽

Teacher Report ◽

Norwegian School ◽

School Competence ◽

Estimates of the Utility of Child Behavior Checklist/Teacher Report Form Attention Problems Scale in the Diagnosis of ADHD in Children Referred to a Specialty Clinic

Journal of Psychopathology and Behavioral Assessment ◽

10.1007/s10862-014-9431-4 ◽

2014 ◽

Vol 37 (1) ◽

pp. 50-59 ◽

Cited By ~ 2

Author(s):

Mark C. Edwards ◽

Benjamin A. Sigel

Keyword(s):

Child Behavior ◽

Attention Problems ◽

Teacher Report ◽

Specialty Clinic ◽

Book Review: New Objective Rating Scales for Child Assessment, I. Parent- and Teacher-Informant Inventories of the Behavior Assessment System for Children: the Child Behavior Checklist, and the Teacher Report Form

Journal of Psychoeducational Assessment ◽

10.1177/073428299401200309 ◽

1994 ◽

Vol 12 (3) ◽

pp. 289-306 ◽

Cited By ~ 10

Keyword(s):

Child Behavior ◽

Rating Scales ◽

Assessment System ◽

Behavior Assessment ◽

Child Assessment ◽

Teacher Report ◽

Teacher Report Form ◽

Objective Rating

Assessing anxiety with the Child Behavior Checklist and the Teacher Report Form

Journal of Anxiety Disorders ◽

10.1016/j.janxdis.2006.10.012 ◽

2007 ◽

Vol 21 (8) ◽

pp. 1004-1015 ◽

Cited By ~ 52

Author(s):

Philip C. Kendall ◽

Anthony C. Puliafico ◽

Andrea J. Barmish ◽

Muniya S. Choudhury ◽

Aude Henin ◽

...

Keyword(s):

Child Behavior ◽

Teacher Report ◽

The Application of the Preschool Child Behavior Checklist and the Caregiver–Teacher Report Form to Mainland Chinese Children: Syndrome Structure, Gender Differences, Country Effects, and Inter-Informant Agreement

Journal of Abnormal Child Psychology ◽

10.1007/s10802-010-9452-8 ◽

2010 ◽

Vol 39 (2) ◽

pp. 251-264 ◽

Cited By ~ 70

Author(s):

Jianghong Liu ◽

Halina Cheng ◽

Patrick W. L. Leung

Keyword(s):

Gender Differences ◽

Child Behavior ◽

Preschool Child ◽

Chinese Children ◽

Informant Agreement ◽

Teacher Report ◽

Mainland Chinese ◽

Country Effects ◽

Bullying and behavior problems reported by victims and teachers: brazilian findings

Psico ◽

10.15448/1980-8623.2017.1.23916 ◽

2017 ◽

Vol 48 (1) ◽

pp. 31

Author(s):

Felipe Alckmin-Carvaho ◽

Renatha El Rafihi-Ferreira El Rafihi-Ferreira ◽

Marcia Helena Da Silva Melo

Keyword(s):

Behavior Problems ◽

Self Report ◽

Youth Self Report ◽

Teacher Report ◽

Teacher Report Form ◽

And Behavior ◽

Violencia Escolar

Este estudo teve como objetivo avaliar a ocorrência de bullying em uma escola pública brasileira e comparar os problemas de comportamento relatados por vítimas ao informado por seus professores. A Escala de Violência Escolar foi utilizada para identificar os alunos vitimas de bullying. Para avaliar problemas comportamentais foram utilizados o Youth Self Report e o Teacher Report Form. Dos 154 adolescentes avaliados, 30 (19,4%) foram identificadas como alvos de bullying, (M idade=12,4 anos, DP=0,7), sendo 24 meninos (80%). Desses, 16 (53,3%) atingiram níveis clínicos de problemas internalizantes, 11(36,6%) de externalizantes e 13 (43,3%) de problemas totais. Esta sub-amostra relatou mais problemas de internalização (F=13,40, p<0,001) e menos problemas de externalização (F=6,63, p<0,01) em comparação ao reportado pelos professores. A alta frequência de vítimas de bullying e os elevados escores de problemas internalizantes e externalizantes nessa sub-amostra apontam para a urgência de prevenir o bullying e tratar as vítimas.

Realização acadêmica e problemas de internalização em alunos do ensino básico e secundário em Portugal

Educação e Pesquisa ◽

10.1590/s1678-4634202046218667 ◽

2020 ◽

Vol 46 ◽

Author(s):

Lurdes Veríssimo ◽

Pedro Dias ◽

Elodie Santos ◽

Sofia Ortigão

Keyword(s):

Child Behavior ◽

Self Report ◽

Youth Self Report ◽

Teacher Report ◽

Resumo O presente estudo teve como objetivo geral analisar as diferenças nos problemas de internalização (ansiedade, depressão, queixas somáticas), avaliados por diferentes informadores (pais, professores e jovens), em função do nível de realização acadêmica, em alunos do ensino básico e secundário. Para tal, recorreu-se a uma amostra estratificada representativa da população portuguesa constituída por 1.510 alunos, com idades compreendidas entre os 11 e 18 anos. Do conjunto de provas da bateria Achenbach System of Empirically Based Assessment validados para a população portuguesa, foram utilizadas a Child Behavior Checklist 6-18, a Youth Self-Report 11-18 e a Teacher Report Form 6-18. De uma forma geral, os resultados evidenciam que os alunos com realização acadêmica baixa apresentam mais problemas de internalização do que alunos com realização acadêmica média e/ou elevada. No entanto, no 3º ciclo do ensino básico, na perspectiva dos próprios jovens, os alunos com realização acadêmica elevada apresentam maiores níveis de ansiedade/depressão, comparativamente aos alunos com realização acadêmica baixa. Estes resultados indicam-nos que, para além de os alunos com realização acadêmica baixa se encontrarem numa situação de risco e vulnerabilidade para problemas de internalização, é necessário ter também especial atenção aos alunos com realização acadêmica elevada. Destes resultados decorrem implicações práticas relevantes para os contextos escolares, nomeadamente ao nível da consideração da relação entre a realização acadêmica e o bem-estar psicológico.

Universal Screening in Positive School Mental Health Using the ASEBA Methodology for Teachers: A Pilot Epidemiological Study

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph182211807 ◽

2021 ◽

Vol 18 (22) ◽

pp. 11807

Author(s):

Antonio Cortés-Ramos ◽

Miguel Landa-Blanco

Keyword(s):

Mental Health ◽

Epidemiological Study ◽

Externalizing Problems ◽

School Mental Health ◽

Well Being ◽

Prevalence Data ◽

Teacher Report ◽

School Based ◽

Teacher Report Form ◽

Critical Components

School-based detection and intervention are critical components in ensuring positive mental health in children, with teachers playing an essential role in assessing students’ well-being. The current research aims to be a pilot epidemiological study on positive school mental health in Malaga, Spain, using the Achenbach System of Empirically Based Assessment (ASEBA). Data were collected in the COVID-19 pre-pandemic setting, using the Caregiver-Teacher Report Form (C-TRF) and the Teacher Report Form (TRF) in a sample of 420 children, who were between 5 and 8 years old at the time of the data collection. In 5-year-old children, the DSM-oriented scale with the highest clinical prevalence corresponds to attention deficit and hyperactivity problems (1.13%). In this same sub-sample, clinical levels of externalizing problems (4.52%) were non-significantly more common than internalizing conditions (1.69%). As for children between 6 and 8 years old, the DSM-oriented scale with the highest prevalence of clinical scores corresponds to anxiety problems (4.12%) and conduct problems (2.88%). Clinical levels of externalizing problems (9.47%) were non-significantly more prevalent than internalizing problems (6.58%). The results present 95% confidence intervals prevalence data in the general population and sex-differentiated descriptive statistics. The results are discussed according to their implication for school mental health.