Performance in writing activities in students with difficulties in social skills and/or behavioral changes
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| Outros Autores: | , , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Research, Society and Development |
| Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/21885 |
Resumo: | Objective: To analyze the writing performance of students with difficulties in social skills and/or behavioral problems. Method: 42 children enrolled in the 4th and 5th grade in municipal schools participated and were divised in 2 groups: G1 (n=18) – children with difficulties in social skills and/or behavioral problems according to the teachers’ view and G2 (n=24) – group without difficulties or problems. The main instruments used in this study were standardized tests/scales for the Brazilian population that aimed to investigate social skills and behavioral problems, and the others quantified writing performance (dictation and coherence in written narrative). For data analysis, the Equality of Proportions Test between two samples and The T-Student Test for unpaired samples were used (significance level p<0,05). Results: Children in G1 performed less than G2 in the dictation task, with a higher occurence of speeling erros (p-values: words - 0,04; non-words 0,01; total – 0,01). Regarding coherence in writing narratives, there was no difference between groups (p-value: 0,5), and both groups were classified with inadequate performance in this skill. Conclusion: Children with difficulties in social skills and/or behavioral problems have déficits in the development of writing and are children at risk for social and academic damage. |
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Performance in writing activities in students with difficulties in social skills and/or behavioral changesPerformance in writing activities in students with difficulties in social skills and/or behavioral changesDesempenho em atividades de escrita em escolares com dificuldades em habilidades sociais e/ou alterações comportamentaisEscritura ManualRendimiento AcadémicoHabilidades SocialesConducta InfantilProblema de conducta.Escrita manualDesempenho acadêmicoHabilidades sociaisComportamento infantilComportamento problema.HandwritingAcademic PerformanceSocial SkillsChild BehaviorProblem behavior.Objective: To analyze the writing performance of students with difficulties in social skills and/or behavioral problems. Method: 42 children enrolled in the 4th and 5th grade in municipal schools participated and were divised in 2 groups: G1 (n=18) – children with difficulties in social skills and/or behavioral problems according to the teachers’ view and G2 (n=24) – group without difficulties or problems. The main instruments used in this study were standardized tests/scales for the Brazilian population that aimed to investigate social skills and behavioral problems, and the others quantified writing performance (dictation and coherence in written narrative). For data analysis, the Equality of Proportions Test between two samples and The T-Student Test for unpaired samples were used (significance level p<0,05). Results: Children in G1 performed less than G2 in the dictation task, with a higher occurence of speeling erros (p-values: words - 0,04; non-words 0,01; total – 0,01). Regarding coherence in writing narratives, there was no difference between groups (p-value: 0,5), and both groups were classified with inadequate performance in this skill. Conclusion: Children with difficulties in social skills and/or behavioral problems have déficits in the development of writing and are children at risk for social and academic damage.Objetivo: Analizar el rendimiento de la escrita de los alumnos con dificultades en las habilidades sociales y/o alteraciones de comportamiento. Método: Participaron 42 niños matriculados em 4º e 5º grado en escuelas municipales y se dividieron em 2 grupos: G1 (n=18) – niños con dificultades em las habilidades sociales y/o alteraciones de comportamiento según la opinión del professor y G2 (n=24) – grupo sin dificultades y/o alteraciones. Los principales instrumentos utilizados em esto estudio fueron pruebas/escalas estandarizadas para la población brasileña que teníam como objetivo investigar las habilidades sociales y las alteraciones de comportamiento y los otros cuantificaban el desempeño en la escrita (dictado y coherencia en la narrativa escrita). Para el análisis de los datos se utilizo la prueba de proporciones iguales entre dos muestras y la prueba T-Student para muestras no a pareadas (nivel de significación de p<0,05). Resultados: Los niños del G1 presentaron um rendimiento inferior al del G2 en la tarea de dictado, presentando una mayor ocurrencia de errores ortográficos (valores p: palabras – 0.04; pseudopalabras: 0.01; total – 0.01). Em cuanto a la coherencia en las narraciones escritas, no hubo diferencias entre los grupos (valor p: 0.05), y ambos los grupos fueron clasificados como de rendimento inadecuado em esta habilidad. Conclusión: Los niños com dificultades en las habilidades sociales y/o alteraciones de comportamiento presentan déficits en el desarrollo de la escrita, siendo niños con riesgo de perdidas sociales y académicas.Objetivo: Analisar o desempenho em escrita de escolares com dificuldades em habilidades sociais e/ou alterações comportamentais. Método: Participaram 42 crianças matriculadas no 4º e 5º ano em escolas municipais que foram divididas em 2 grupos: G1 (n=18) – crianças com alterações de habilidades sociais e/ou comportamentais segundo a visão do professor e G2 (n=24) - grupo sem alterações. Os principais instrumentos utilizados neste estudo foram testes/escalas padronizados para a população brasileira que tiveram como objetivo investigar as habilidades sociais e os problemas de comportamento e, os outros, quantificaram o desempenho em escrita (ditado e coerência em narrativa escrita). Para análise de dados utilizou-se o Teste Igualdade de Proporções entre Duas Amostras e o Teste T-Student para amostras não pareadas (nível de significância de p<0,05). Resultados: As crianças do G1 apresentaram desempenho inferior ao G2 na tarefa de ditado, apresentando maior ocorrência de erros ortográficos (p-valores: palavras – 0,04; pseudopalavras – 0,01; total – 0,01). Em relação à coerência em narrativas escritas não houve diferença entre os grupos (p-valor 0,5) sendo ambos os grupos classificados com desempenho inadequado nesta habilidade. Conclusão: Crianças com alterações em habilidades sociais e/ou problemas de comportamento apresentam déficit no desenvolvimento da escrita sendo crianças de risco para prejuízos sociais e acadêmicos.Research, Society and Development2021-10-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2188510.33448/rsd-v10i14.21885Research, Society and Development; Vol. 10 No. 14; e176101421885Research, Society and Development; Vol. 10 Núm. 14; e176101421885Research, Society and Development; v. 10 n. 14; e1761014218852525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/21885/19471Copyright (c) 2021 Luísa Stefano Santos; Patricia Aparecida Zuanetti; Angela Cristina Pontes-Fernandes; Matheus Francoy Alpes; Marisa Tomoe Hebihara Fukudahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSantos, Luísa StefanoZuanetti, Patricia AparecidaPontes-Fernandes, Angela CristinaAlpes, Matheus FrancoyFukuda, Marisa Tomoe Hebihara2021-12-04T11:48:39Zoai:ojs.pkp.sfu.ca:article/21885Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:41:12.536975Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
| dc.title.none.fl_str_mv |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes Performance in writing activities in students with difficulties in social skills and/or behavioral changes Desempenho em atividades de escrita em escolares com dificuldades em habilidades sociais e/ou alterações comportamentais |
| title |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes |
| spellingShingle |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes Santos, Luísa Stefano Escritura Manual Rendimiento Académico Habilidades Sociales Conducta Infantil Problema de conducta. Escrita manual Desempenho acadêmico Habilidades sociais Comportamento infantil Comportamento problema. Handwriting Academic Performance Social Skills Child Behavior Problem behavior. |
| title_short |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes |
| title_full |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes |
| title_fullStr |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes |
| title_full_unstemmed |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes |
| title_sort |
Performance in writing activities in students with difficulties in social skills and/or behavioral changes |
| author |
Santos, Luísa Stefano |
| author_facet |
Santos, Luísa Stefano Zuanetti, Patricia Aparecida Pontes-Fernandes, Angela Cristina Alpes, Matheus Francoy Fukuda, Marisa Tomoe Hebihara |
| author_role |
author |
| author2 |
Zuanetti, Patricia Aparecida Pontes-Fernandes, Angela Cristina Alpes, Matheus Francoy Fukuda, Marisa Tomoe Hebihara |
| author2_role |
author author author author |
| dc.contributor.author.fl_str_mv |
Santos, Luísa Stefano Zuanetti, Patricia Aparecida Pontes-Fernandes, Angela Cristina Alpes, Matheus Francoy Fukuda, Marisa Tomoe Hebihara |
| dc.subject.por.fl_str_mv |
Escritura Manual Rendimiento Académico Habilidades Sociales Conducta Infantil Problema de conducta. Escrita manual Desempenho acadêmico Habilidades sociais Comportamento infantil Comportamento problema. Handwriting Academic Performance Social Skills Child Behavior Problem behavior. |
| topic |
Escritura Manual Rendimiento Académico Habilidades Sociales Conducta Infantil Problema de conducta. Escrita manual Desempenho acadêmico Habilidades sociais Comportamento infantil Comportamento problema. Handwriting Academic Performance Social Skills Child Behavior Problem behavior. |
| description |
Objective: To analyze the writing performance of students with difficulties in social skills and/or behavioral problems. Method: 42 children enrolled in the 4th and 5th grade in municipal schools participated and were divised in 2 groups: G1 (n=18) – children with difficulties in social skills and/or behavioral problems according to the teachers’ view and G2 (n=24) – group without difficulties or problems. The main instruments used in this study were standardized tests/scales for the Brazilian population that aimed to investigate social skills and behavioral problems, and the others quantified writing performance (dictation and coherence in written narrative). For data analysis, the Equality of Proportions Test between two samples and The T-Student Test for unpaired samples were used (significance level p<0,05). Results: Children in G1 performed less than G2 in the dictation task, with a higher occurence of speeling erros (p-values: words - 0,04; non-words 0,01; total – 0,01). Regarding coherence in writing narratives, there was no difference between groups (p-value: 0,5), and both groups were classified with inadequate performance in this skill. Conclusion: Children with difficulties in social skills and/or behavioral problems have déficits in the development of writing and are children at risk for social and academic damage. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-10-30 |
| dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://rsdjournal.org/index.php/rsd/article/view/21885 10.33448/rsd-v10i14.21885 |
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https://rsdjournal.org/index.php/rsd/article/view/21885 |
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10.33448/rsd-v10i14.21885 |
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por |
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por |
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https://rsdjournal.org/index.php/rsd/article/view/21885/19471 |
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https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
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https://creativecommons.org/licenses/by/4.0 |
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openAccess |
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application/pdf |
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Research, Society and Development |
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Research, Society and Development |
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Research, Society and Development; Vol. 10 No. 14; e176101421885 Research, Society and Development; Vol. 10 Núm. 14; e176101421885 Research, Society and Development; v. 10 n. 14; e176101421885 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
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Universidade Federal de Itajubá (UNIFEI) |
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UNIFEI |
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UNIFEI |
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Research, Society and Development |
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Research, Society and Development |
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Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
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rsd.articles@gmail.com |
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