oalib
Search Results: 1 - 10 of 100 matches for " "
All listed articles are free for downloading (OA Articles)
Page 1 /100
Display every page Item
Strengths and difficulties questionnaire (SDQ): a study of school children in Ribeir?o Preto
Cury, Camilo Ramos;Golfeto, José Hércules;
Revista Brasileira de Psiquiatria , 2003, DOI: 10.1590/S1516-44462003000300005
Abstract: objective: the objective of this study is to investigate possible child psychiatric disorders using the strengths and difficulties questionnaire (sdq). method: sdq is a questionnaire that screens child mental health problems, comprising a total of 25 items divided in five subscales: emotional problems, hyperactivity, relationship, conduct and pro-social behavior, with five items in each subscale. we also used the impact supplement that evaluates the impairment caused by symptoms. out of 143 children randomly chosen from a public school of ribeir?o preto, 107 questionnaires were correctly filled in by parents. teachers received 114 questionnaires (regarding children with parents' consent), and 108 questionnaires were correctly filled in. as a final sample, we obtained 112 questionnaires answered by parents or teachers. results: in the questionnaires answered by the parents, we obtained high scorings such as 30.8% for emotional symptoms, 17,7% for conduct disorders, 16.8% for hyperactivity, 14% for interpersonal relationships, 18,7% for the total scores and 10.2% for the impact supplement. questionnaires answered by the teachers had 1.83% for emotional symptoms, 8.25% for conduct disorders, 8.25% for hyperactivity, 2.75% for interpersonal relationships, 8.25% for the total scoring and 4.58% for the impact supplement. combining the results obtained from parents and teachers we have diagnostic hypotheses in the frequencies of 7.14% for emotional disorders, 9.82% for conduct disorders, and 12.5% for psychiatric disorder not otherwise specified and no combination was noted between parents and teachers for hyperactivity. mean age was 8.18 years, with 63% of the children being male and 37% female. conclusion: sdq can be useful for a preliminary screening in the investigation of possible psychiatric disorders in childhood.
Strengths and difficulties questionnaire (SDQ): a study of school children in Ribeir o Preto  [cached]
Cury Camilo Ramos,Golfeto José Hércules
Revista Brasileira de Psiquiatria , 2003,
Abstract: OBJECTIVE: The objective of this study is to investigate possible child psychiatric disorders using the strengths and difficulties questionnaire (SDQ). METHOD: SDQ is a questionnaire that screens child mental health problems, comprising a total of 25 items divided in five subscales: emotional problems, hyperactivity, relationship, conduct and pro-social behavior, with five items in each subscale. We also used the impact supplement that evaluates the impairment caused by symptoms. Out of 143 children randomly chosen from a public school of Ribeir o Preto, 107 questionnaires were correctly filled in by parents. Teachers received 114 questionnaires (regarding children with parents' consent), and 108 questionnaires were correctly filled in. As a final sample, we obtained 112 questionnaires answered by parents or teachers. RESULTS: In the questionnaires answered by the parents, we obtained high scorings such as 30.8% for emotional symptoms, 17,7% for conduct disorders, 16.8% for hyperactivity, 14% for interpersonal relationships, 18,7% for the total scores and 10.2% for the impact supplement. Questionnaires answered by the teachers had 1.83% for emotional symptoms, 8.25% for conduct disorders, 8.25% for hyperactivity, 2.75% for interpersonal relationships, 8.25% for the total scoring and 4.58% for the impact supplement. Combining the results obtained from parents and teachers we have diagnostic hypotheses in the frequencies of 7.14% for emotional disorders, 9.82% for conduct disorders, and 12.5% for psychiatric disorder not otherwise specified and no combination was noted between parents and teachers for hyperactivity. Mean age was 8.18 years, with 63% of the children being male and 37% female. CONCLUSION: SDQ can be useful for a preliminary screening in the investigation of possible psychiatric disorders in childhood.
Relationship among Sleep Quality Physical Health Conditions and Lifestyle Habits among Elementary School Students  [PDF]
Hiroko Sugimoto, Tetsuya Tanioka, Yuko Yasuhara, Kenji Mori, Yoshiko Gogi, Hiroki Mori, Mihoko Nakanii, Rozzano Locsin
Open Journal of Psychiatry (OJPsych) , 2017, DOI: 10.4236/ojpsych.2017.74021
Abstract: The purpose of this research was to reveal the relationship among students’ sleep quality, body temperature and lifestyle habits, growth and their physical strength. Subjects were 226 elementary school students from first grade to sixth grade, in four elementary schools at the Chugoku and Shikoku areas in Japan. The study period was from October 2014 to December 2015. Evaluation items used were the PSQI (Pittsburgh Sleep Quality Index, Japanese version), body temperature, lifestyle habits, and national physical fitness test. Relationships were analyzed using Pearson’s chi square test, Fisher’s exact test, residual analysis, φ-coefficient, odds ratio and 95% confidence interval, and Spearman’s rank correlation coefficient using SPSS 20 (SPSS Inc., Chicago, IL, USA). The level of statistical significance was set at 0.05. The number of students with good sleep quality who showed less than six-point score at the PSQI was 218 (96.5%), and with poor sleep quality were eight students (3.5%). Especially, “sometimes do not eat breakfast” and “had difficulty sleeping” were independent risk factors for negative arousal. In the lifestyle habits, it was observed significantly that students who had a good sleep ate breakfast every morning. The significant positive correlation was between sleep quality and the time spent watching television, the age and the time using the internet. The significant negative correlation was observed between length of sleep, time spent watching television, using internet and playing games, body temperature and age. The students with temperature of less than 36°C were 35 (15.5%). Those students did not eat breakfast every morning, or ate school lunch. This study revealed that sleep condition and temperature of elementary school students were related to eating breakfast and using media time. It was considered very important to educate the students and their guardians that eating breakfast is a necessity and adjusting the use of multimedia, so that students can acquire desirable lifestyle habits.
Difficulties of 6th Grade Elementary School Students in Solving the Four Basic Fundamental Operations: Addition, Subtraction, Multiplication and Division of Natural Numbers  [PDF]
Celia Finck Brandt, Tania Stella Bassoi, Ana Lúcia Pereira Baccon
Creative Education (CE) , 2016, DOI: 10.4236/ce.2016.713185
Abstract: The results of this study point out the contributions of the theory of Conceptual Fields to identify the nature of the mistakes made by students of the 6th year of elementary school in solving mathematical questions with ten natural numbers. We ask: What are the concepts and theorems put into action to carry out the operations of addition, subtraction, multiplication and division with natural numbers? The concepts and theorems in action related to the understanding of the decimal numbering system structure are responsible for the errors? The mistakes are due to the understanding of the organization of representation registers (word and Arabic notation)? As a result, we find that students have the addition of errors and subtraction errors by misunderstanding of the structure of the Numbering Decimal Positional System, errors due to lack of meaning assignment to the operations of addition, subtraction, multiplication and division, and also the numbers of Arabic script which induce errors in the handling of algorithms.
A Study of the Concurrent Validity between the Boxall Profile and the Strengths and Difficulties Questionnaire  [PDF]
Caroline Couture,Paul Cooper,Egide Royer
International Journal of Emotional Education , 2011,
Abstract: The aim of the study is to establish the level of concurrent validity between the Boxall Profile, a diagnostic instrument used by teachers and teaching assistants in nurture groups, and the Strengths and Difficulties Questionnaire, a widely used screening instrument in the fields of education, mental health and social work. 202 children and adolescents attending nurture groups in England, aged 3-14 years, participated in the study. . These consisted of142 boys and 60 girls and came from 25 schools in 8 LEAs. School staff completed the Boxall Profile and Strengths and Difficulties Questionnaire for all pupils. . The results show a high degree of concordance between the two instruments, with both measures appearing to identify similar behavioural characteristics in the same children. Scores in specific domains of the Boxall Profile are shown to predict performance on particular sub-scales of the Strengths and Difficulties Questionnaire. These preliminary findings support the validity claims of the Boxall Profile, indicating that it is a reliable tool for both diagnostic and research purposes.
Insomnia in school-age children with Asperger syndrome or high-functioning autism
Hiie Allik, Jan-Olov Larsson, Hans Smedje
BMC Psychiatry , 2006, DOI: 10.1186/1471-244x-6-18
Abstract: Thirty-two 8–12 yr old children with AS/HFA were compared with 32 age and gender matched typically developing children regarding sleep and associated behavioural characteristics. Several aspects of sleep-wake behaviour including insomnia were surveyed using a structured paediatric sleep questionnaire in which parents reported their children's sleep patterns for the previous six months. Recent sleep patterns were monitored by use of a one-week sleep diary and actigraphy. Behavioural characteristics were surveyed by use of information gleaned from parent and teacher-ratings in the High-Functioning Autism Spectrum Screening Questionnaire, and in the Strengths and Difficulties Questionnaire.Parent-reported difficulties initiating sleep and daytime sleepiness were more common in children with AS/HFA than in controls, and 10/32 children with AS/HFA (31.2%) but none of the controls fulfilled our definition of paediatric insomnia. The parent-reported insomnia corresponded to the findings obtained by actigraphy. Children with insomnia had also more parent-reported autistic and emotional symptoms, and more teacher-reported emotional and hyperactivity symptoms than those children without insomnia.Parental reports indicate that in childhood AS/HFA insomnia is a common and distressing symptom which is frequently associated with coexistent behaviour problems. Identification and treatment of sleep problems need to be a routine part of the treatment plan for children with AS/HFA.Approximately 0.3% of children who attend mainstream schools fulfil criteria for pervasive developmental disorders (PDD), among them Asperger syndrome (AS) or high-functioning autism (HFA) [1,2]. Childhood AS/HFA is considered to be often associated with disturbed sleep [3-6], in particular with difficulties initiating and/or maintaining sleep, which are the primary symptoms of insomnia. However, there are still relatively few studies about the occurrence and significance of insomnia in school-age children
Constructivism in the elementary school curricula
Nehir SERT
Journal of Theory and Practice in Education , 2008,
Abstract: The aim of this study was to examine whether the 5th grade elementary school curricula of Turkish, English, Mathematics, and Science and Technology courses were congruent with the principles and standards of the constructivist education. Qualitative research methods were used in this small-scale case study which was conducted in a private elementary school in Ankara. The data were gathered through semi-structured interviews and document analyses in the academic year of 2007-2008. The population of interest consisted of 2 school directors, 1 Turkish teacher, 3 English teachers, 4 Mathematics teachers, and 3 Science and Technology teachers. Descriptive analytical framework was employed for the analysis of the interviews. A rubric and a list of standards were used so as to provide a set of criteria for the analyses of the data. The findings indicate that the performances of the curricula under investigation are congruent with the principles of the constructivist education. Similarly, the stated and unstated intents of the curricula are congruent with their performances and the standards of the constructivist education. However, in-depth analyses of the findings signify that in certain areas of the curricula such as the contents, learning processes, evaluation processes, the use of the information technology, and the other resources are marked by some difficulties and ambiguity.
The structure and use of the teacher and parent Maltese Strengths and Difficulties Questionnaire  [PDF]
Carmel Cefai,Liberato Camilleri,Paul Cooper,Lara Said
International Journal of Emotional Education , 2011,
Abstract: The Strengths and Difficulties Questionnaire (SDQ) (Goodman, 1997) is one of the most commonly used measures of mental health in children and young people and has been translated into more than forty languages. This paper discusses the translation of the SDQ in Maltese and explores the structure and use of the teacher and parent Maltese translations. 4797 school teachers and 2865 parents completed the Maltese teacher and parent SDQ respectively. The results indicate that the Maltese SDQ, particularly the teacher version, meets the basic psychometric properties which make it a useful index of social, emotional and behaviour difficulties and prosocial behaviour amongst Maltese children and young people. Exploratory factor analysis suggests that the Maltese version clearly discriminates between difficulty and prosocial behaviour, and that it may be closer in fit to a three factor model, namely internalized difficulties, externalized difficulties and prosocial behaviour. While there are a number of variations, which may be explained by the local educational and socio-cultural context, Maltese mean scores are quite comparable with international SDQ norms. In view of a number of limitations, however, the use of the Maltese SDQ needs to be used with caution and further research into its psychometric properties is suggested.
Screening Foster Children for Mental Disorders: Properties of the Strengths and Difficulties Questionnaire  [PDF]
Stine Lehmann, Einar R. Heiervang, Toril Havik, Odd E. Havik
PLOS ONE , 2014, DOI: 10.1371/journal.pone.0102134
Abstract: Background High prevalence of mental disorders among foster children highlight the need to examine the mental health of children placed out of home. We examined the properties of the Strengths and Difficulties Questionnaire (SDQ) in screening school-aged foster children for mental disorders. Methods Foster parents and teachers of 279 foster children completed the SDQ and the diagnostic interview Developmental and Well-Being Assessment (DAWBA). Using the diagnoses derived from the DAWBA as the standard, we examined the performance of the SDQ scales as dimensional measures of mental health problems using receiver operating characteristic (ROC) analyses. Recommended cut-off scores were derived from ROC coordinates. The SDQ predictive algorithms were also examined. Results ROC analyses supported the screening properties of the SDQ Total difficulties and Impact scores (AUC = 0.80–0.83). Logistic regression analyses showed that the prevalence of mental disorders increased linearly with higher SDQ Total difficulties scores (X2 = 121.47, df = 13, p<.001) and Impact scores (X2 = 69.93, df = 6, p<.001). Our results indicated that there is an additive value of combining the scores from the Total difficulties and Impact scales, where scores above cut-off on any of the two scales predicted disorders with high sensitivity (89.1%), but moderate specificity (62.1%). Scores above cut-off on both scales yielded somewhat lower sensitivity (73.4%), but higher specificity (81.1%). The SDQ multi-informant algorithm showed low discriminative ability for the main diagnostic categories, with an exception being the SDQ Conduct subscale, which accurately predicted the absence of behavioural disorders (LHR? = 0.00). Conclusions The results support the use of the SDQ Total difficulties and Impact scales when screening foster children for mental health problems. Cut-off values for both scales are suggested. The SDQ multi-informant algorithms are not recommended for mental health screening of foster children in Norway.
Investigating difficulties in elementary school students' writing  [cached]
TERESA BENíTEZ VELáSQUEZ
Zona Próxima , 2011,
Abstract: Este artículo presenta los resultados de un estudio cualitativo de tipo investigación-acción sobre las posibles causas de las dificultades en la expresión escrita de estudiantes de quinto grado de básica primaria en un colegio bilingüe de Barranquilla. El estudio fue realizado sólo en su etapa etnográfica, es decir, se investigó el problema, se analizaron los datos arrojados por la investigación y se hizo una interpretación de los mismos para a futuro dise ar un plan de acción que contribuya a dar solución a este problema. El dise o de este plan de acción será motivo de una futura investigación. El estudio incluyó a seis estudiantes de 5 grado, profesores de inglés de 3, 4, y 5 grado y la coordinadora académica de la básica primaria. Las técnicas de investigación empleadas fueron observaciones de clase, entrevistas emiestructuradas y análisis de documentos (producción escrita de los estudiantes, protocolos de los profesores, actividades realizadas en las clases de expresión escrita, resultados de evaluaciones, planes de estudio de quinto grado y el currículo de escritura de elemental). Se empleó el método de triangulación para el análisis de los datos. Para el mejor manejo de los resultados obtenidos, estos fueron clasificados en categorías referentes a los estudiantes, los profesores, y la institución. Estos resultados sugieren que los problemas en la expresión escrita de los estudiantes de quinto grado de esta institución tienen diferentes causas, las cuales fueron examinadas separadamente para un mejor manejo de la información.
Page 1 /100
Display every page Item


Home
Copyright © 2008-2017 Open Access Library. All rights reserved.