Relations between Teacher and Student Characteristics in the Assessment of Symptoms of Inattention, Impulsivity and Hyperactivity Related to ADHD (original) (raw)
2019, Socijalna psihijatrija
U radu se ispituje razrednikova procjena pojavnosti simptoma deficita pažnje, impulzivnosti i hiperaktivnosti povezanih s ADHD poremećajem kod učenika osnovnih škola, obilježja razrednika i učenika te relacije navedenih varijabli. Razrednici su procjenjivali 242 učenika u 26 osnovnih škola podjednako iz četiri županije Republike Hrvatske kod kojih su otkrili četiri i više simptoma nepažnje. Korištene su dvije ljestvice: Ček lista Merrell i Tymms te 2 dimenzije Vanderbiltove ljestvice: nepažnja i impulzivnost/hiperaktivnost. Korelacijskim analizama utvrđena je povezanost obilježja razrednika (veći broj tjednih sati poučavanja i viša razina procijenjene potrebe za dodatnom pomoći u učenju i/ili podršku u ponašanju) s ispitivanim dimenzijama. Nadalje, razrednikova samoprocjena niže razine zadovoljstva odnosom s učenikom povezana je s višom razinom prisutnosti hiperaktivnosti i impulzivnosti. Također, viši školski uspjeh i materijalni status roditelja učenika povezani su s višom procjenom pojavnosti simptoma nepažnje i impulzivnosti-hiperaktivnosti. Niži akademski uspjeh učenika povezan je s višom razinom razrednikove procjene pojavnosti nepažnje, a viši školski uspjeh s višom razinom pojavnosti impulzivnosti-hiperaktivnosti. Viša razina potrebe za dodatnom pomoći u učenju povezana je s višom razinom pojavnosti nepažnje, dok je potreba za dodatnom pomoći u regulaciji ponašanja povezana sa sva tri simptoma. / The paper examines teachers' assessment of the symptoms of attention deficit, impulsivity and hyperactivity related to ADHD among elementary school students, the characteristics of class teachers and students and the relationship between them. Class teachers evaluated 242 students of all grades from 26 elementary schools evenly spread across four counties of the Republic of Croatia, in whom they detected four or more symptoms of inattention. Two scales were used: Checklist (Merrell and Tymms) and two dimensions of the Vanderbilt scale: inattention and impulsivity/hyperactivity. The correlation between class teacher characteristics (a greater number of weekly teaching hours and a higher level of assessed need for additional help in students' learning and/or supporting behaviour problems) and the investigated dimensions was established by a correlation analysis. Furthermore, a lower degree of the self-assessed relationship with the student is associated with a higher level of hyperactivity/impulsivity incidence. Also, the school's academic achievement and material status of the students' parents are related to the higher estimation of symptoms of inattention and impulsivityhyperactivity. The students' lower academic achievement is associated with a higher level of the teachers' assessment of inattention, and higher academic achievement with a higher level of impulsivity-hyperactivity symptoms. The need for additional help in students' learning has been associated with the increased levels of inattention, while the need for additional help in supporting behaviour is associated with all three symptoms.
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