Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares
Autor(a) principal: | |
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Data de Publicação: | 2010 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/6008 |
Resumo: | The literature has produced evidence that: (a) the early assessment and intervention in social skills can prevent and overcome problematic behaviors; (b) in the case of assessment, there are limits and advantages to different procedures generally used as well as a consensus about the importance of the multimodal design; (c) studies that investigate the relation among data obtained using different procedures, such as observation and informants reports are still scarce, mainly, with preschoolers; (d) analyzes of convergences and divergences between informants reports and between different procedures can produce important information to plan intervention to promote social skills and reduce problem behaviors in the childhood. In this way, the present study had as objectives: (1) To verify similarities and differences in the assessment of social competence with comparisons among four groups of children (with good social skills repertoire - SSB; with internalizing problematic behaviors - IPB, externalizing - EPB e mixed - MPB) in each kind of assessment (mother s report, teacher s report and observation) and comparing the three kinds of assessment to each group; (2) To characterize convergences and divergences between different informants and procedures, with comparisons among groups and intragroups. Based on a sample of 152 children evaluated by Preschool Kindergarten Behaviors Scales (PKBS), 26 children were selected and distributed to each one of the groups. These children participated in five structured situations that were recorded and analyzed by judges previously trained. In the interviews, mothers and teachers reported how the children s performance in each structured situation would have been. The data were analyzed by descriptive and non-parametric inferential statistics. The results indicated that: (1) to each group, the evaluation of social competence by mother s and teacher s reports and by observation were consistent; (2) only the teacher s evaluation differentiated the groups - the children of CHS group presented the best scores of social skills and the CPI group, the worst scores; (3) the convergences between report s data and of observation, in general, were the highest in the CHS group and the lowest in CPI group, except to comparison between mother report and observation, with the most convergence to CPE group. Possible reasons to explain the lowest convergence in the group CPI are highlighted, and methodological, clinical and educational implications are discussed, suggesting plans of intervention based on these results. |
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Dias, Talita PereiraDel Prette, Zilda Aparecida Pereirahttp://lattes.cnpq.br/8113238388739093http://lattes.cnpq.br/00970142911700342016-06-02T20:30:49Z2010-05-042016-06-02T20:30:49Z2010-03-08DIAS, Talita Pereira. Observation versus mother s and teacher s reports about social competence and problematic behaviors in preschooler. 2010. 213 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2010.https://repositorio.ufscar.br/handle/ufscar/6008The literature has produced evidence that: (a) the early assessment and intervention in social skills can prevent and overcome problematic behaviors; (b) in the case of assessment, there are limits and advantages to different procedures generally used as well as a consensus about the importance of the multimodal design; (c) studies that investigate the relation among data obtained using different procedures, such as observation and informants reports are still scarce, mainly, with preschoolers; (d) analyzes of convergences and divergences between informants reports and between different procedures can produce important information to plan intervention to promote social skills and reduce problem behaviors in the childhood. In this way, the present study had as objectives: (1) To verify similarities and differences in the assessment of social competence with comparisons among four groups of children (with good social skills repertoire - SSB; with internalizing problematic behaviors - IPB, externalizing - EPB e mixed - MPB) in each kind of assessment (mother s report, teacher s report and observation) and comparing the three kinds of assessment to each group; (2) To characterize convergences and divergences between different informants and procedures, with comparisons among groups and intragroups. Based on a sample of 152 children evaluated by Preschool Kindergarten Behaviors Scales (PKBS), 26 children were selected and distributed to each one of the groups. These children participated in five structured situations that were recorded and analyzed by judges previously trained. In the interviews, mothers and teachers reported how the children s performance in each structured situation would have been. The data were analyzed by descriptive and non-parametric inferential statistics. The results indicated that: (1) to each group, the evaluation of social competence by mother s and teacher s reports and by observation were consistent; (2) only the teacher s evaluation differentiated the groups - the children of CHS group presented the best scores of social skills and the CPI group, the worst scores; (3) the convergences between report s data and of observation, in general, were the highest in the CHS group and the lowest in CPI group, except to comparison between mother report and observation, with the most convergence to CPE group. Possible reasons to explain the lowest convergence in the group CPI are highlighted, and methodological, clinical and educational implications are discussed, suggesting plans of intervention based on these results.A literatura tem produzido evidências de que: (a) a avaliação e a intervenção precoces em habilidades sociais podem constituir caminho para prevenção ou superação de comportamentos problemáticos; (b) no caso da avaliação, há limites e vantagens para os diferentes procedimentos geralmente utilizados e um consenso quanto à importância de um delineamento multimodal (c) ainda são escassos os estudos que investigam a relação entre dados obtidos a partir de diferentes procedimentos, como observação e relato de informantes, especialmente junto a pré-escolares; (d) análises de convergências e divergências entre relatos de informantes e entre procedimentos podem produzir resultados relevantes para o planejamento de intervenções voltadas para a promoção de habilidades sociais e a redução de comportamentos problemáticos na infância. Nesse sentido, o presente estudo teve por objetivos: (1) Verificar semelhanças e diferenças quanto à avaliação de competência social comparando-se quatro grupos de crianças (com bom repertório de comportamentos das classes de habilidades sociais CHS; com comportamentos problemáticos internalizantes CPI; extenalizantes CPE; e mistos - CPM) em cada tipo de avaliação (relato da mãe, relato da professora e observação) e comparando-se os três tipos de avaliação em cada grupo; (2) Caracterizar convergências e divergências entre diferentes informantes e procedimento, com comparações entre grupos e intragrupos. Com base em uma amostra de 152 crianças avaliadas por meio da Escala de Comportamentos Sociais para Pré-Escolares (PKBS-Br), 26 crianças foram selecionadas e alocadas para cada um desses quatro grupos. As crianças participaram de cinco situações estruturadas que foram filmadas e analisadas por juízes previamente treinados. Em entrevista, mães e professoras relataram como teria sido o desempenho das crianças em cada situação estruturada. Os dados foram analisados por meio de estatística descritiva e inferencial não paramétrica. Os resultados indicaram que: (1) para cada grupo, as avaliações de competência social por observação, por relato de mães e de professoras foram consistentes; (2) somente a avaliação por relato das professoras diferenciou os grupos, sendo que as crianças do grupo CHS apresentaram melhores escores de competência social e as do CPI, os piores escores; (3) as convergências entre dados de relato e de observação, no geral, foram maiores no grupo CHS e menores no CPI, exceto para a comparação entre relato de mães e observação, com maior convergência no grupo CPE. Destacam-se possíveis razões para a menor convergência no grupo CPI e são discutidas implicações metodológicas, clínicas e educacionais desses resultados, sugerindo-se planejamentos de intervenção neles embasados.Universidade Federal de Minas Geraisapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Psicologia - PPGPsiUFSCarBRPsicologia do desenvolvimentoHabilidades sociaisProblemas de comportamentoAvaliaçãoPré-escolaresComportamentos problemáticosAvaliação por relato de mães e professorasObservação diretaPré-escolaresSocial skillsProblematic behaviorsAssessment by mother and teacher s reportDirect observationPreschoolersCIENCIAS HUMANAS::PSICOLOGIAObservação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolaresObservation versus mother s and teacher s reports about social competence and problematic behaviors in preschoolerinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL2925.pdfapplication/pdf1402072https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/6008/1/2925.pdf71ea0b75cf31d0721a95106db282b473MD51THUMBNAIL2925.pdf.jpg2925.pdf.jpgIM Thumbnailimage/jpeg6005https://{{ getenv "DSPACE_HOST" "repositorio.ufscar.br" }}/bitstream/ufscar/6008/2/2925.pdf.jpg2e088f0c9fe79bb369b1c9482a2e33a7MD52ufscar/60082019-09-11 02:53:35.319oai:repositorio.ufscar.br:ufscar/6008Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222019-09-11T02:53:35Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
dc.title.alternative.eng.fl_str_mv |
Observation versus mother s and teacher s reports about social competence and problematic behaviors in preschooler |
title |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
spellingShingle |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares Dias, Talita Pereira Psicologia do desenvolvimento Habilidades sociais Problemas de comportamento Avaliação Pré-escolares Comportamentos problemáticos Avaliação por relato de mães e professoras Observação direta Pré-escolares Social skills Problematic behaviors Assessment by mother and teacher s report Direct observation Preschoolers CIENCIAS HUMANAS::PSICOLOGIA |
title_short |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
title_full |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
title_fullStr |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
title_full_unstemmed |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
title_sort |
Observação versus relato de mães e professoras sobre competência social e comportamentos problemáticos em pré-escolares |
author |
Dias, Talita Pereira |
author_facet |
Dias, Talita Pereira |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0097014291170034 |
dc.contributor.author.fl_str_mv |
Dias, Talita Pereira |
dc.contributor.advisor1.fl_str_mv |
Del Prette, Zilda Aparecida Pereira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8113238388739093 |
contributor_str_mv |
Del Prette, Zilda Aparecida Pereira |
dc.subject.por.fl_str_mv |
Psicologia do desenvolvimento Habilidades sociais Problemas de comportamento Avaliação Pré-escolares Comportamentos problemáticos Avaliação por relato de mães e professoras Observação direta Pré-escolares |
topic |
Psicologia do desenvolvimento Habilidades sociais Problemas de comportamento Avaliação Pré-escolares Comportamentos problemáticos Avaliação por relato de mães e professoras Observação direta Pré-escolares Social skills Problematic behaviors Assessment by mother and teacher s report Direct observation Preschoolers CIENCIAS HUMANAS::PSICOLOGIA |
dc.subject.eng.fl_str_mv |
Social skills Problematic behaviors Assessment by mother and teacher s report Direct observation Preschoolers |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::PSICOLOGIA |
description |
The literature has produced evidence that: (a) the early assessment and intervention in social skills can prevent and overcome problematic behaviors; (b) in the case of assessment, there are limits and advantages to different procedures generally used as well as a consensus about the importance of the multimodal design; (c) studies that investigate the relation among data obtained using different procedures, such as observation and informants reports are still scarce, mainly, with preschoolers; (d) analyzes of convergences and divergences between informants reports and between different procedures can produce important information to plan intervention to promote social skills and reduce problem behaviors in the childhood. In this way, the present study had as objectives: (1) To verify similarities and differences in the assessment of social competence with comparisons among four groups of children (with good social skills repertoire - SSB; with internalizing problematic behaviors - IPB, externalizing - EPB e mixed - MPB) in each kind of assessment (mother s report, teacher s report and observation) and comparing the three kinds of assessment to each group; (2) To characterize convergences and divergences between different informants and procedures, with comparisons among groups and intragroups. Based on a sample of 152 children evaluated by Preschool Kindergarten Behaviors Scales (PKBS), 26 children were selected and distributed to each one of the groups. These children participated in five structured situations that were recorded and analyzed by judges previously trained. In the interviews, mothers and teachers reported how the children s performance in each structured situation would have been. The data were analyzed by descriptive and non-parametric inferential statistics. The results indicated that: (1) to each group, the evaluation of social competence by mother s and teacher s reports and by observation were consistent; (2) only the teacher s evaluation differentiated the groups - the children of CHS group presented the best scores of social skills and the CPI group, the worst scores; (3) the convergences between report s data and of observation, in general, were the highest in the CHS group and the lowest in CPI group, except to comparison between mother report and observation, with the most convergence to CPE group. Possible reasons to explain the lowest convergence in the group CPI are highlighted, and methodological, clinical and educational implications are discussed, suggesting plans of intervention based on these results. |
publishDate |
2010 |
dc.date.available.fl_str_mv |
2010-05-04 2016-06-02T20:30:49Z |
dc.date.issued.fl_str_mv |
2010-03-08 |
dc.date.accessioned.fl_str_mv |
2016-06-02T20:30:49Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
DIAS, Talita Pereira. Observation versus mother s and teacher s reports about social competence and problematic behaviors in preschooler. 2010. 213 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2010. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/6008 |
identifier_str_mv |
DIAS, Talita Pereira. Observation versus mother s and teacher s reports about social competence and problematic behaviors in preschooler. 2010. 213 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2010. |
url |
https://repositorio.ufscar.br/handle/ufscar/6008 |
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por |
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openAccess |
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application/pdf |
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Universidade Federal de São Carlos |
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Programa de Pós-Graduação em Psicologia - PPGPsi |
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UFSCar |
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BR |
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Universidade Federal de São Carlos |
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