Consistency of Parents’ and Teachers’ Assessment of Emotional and Behavioral Problems in Children with Mentally Retarded

Abstract

ABSTRACT:In this study it is examined parent and teacher agreement in behavioral and emotional problems of 206 children with mentally retarded from Turkish families. Children ages 5-20 years old were rated by parents and teachers on the Revised Problem Behavior Checklist. Results indicated that significant but low to moderate correlations between parent and teacher ratings at the scale and item levels. Implications for assessment of children with disabilities according to the outer informants are discussed.Key Words: Mentally retarded children, parent and teacher, emotional and behavioral problems, Revised Problem Behavior. SUMMARYPurpose and Significance: Mentally retarded children have various behavior problems that many people have difficulty in dealing with them. Especially for school children, the two major sources of information about problem behaviors are parents and teachers. Problem behaviors most often indicated by parents and teachers in the home and school settings. In general, concordance has been found low to moderate suggesting that there may be differences in raters' frames of references and that children's behaviors vary in different settings. This study aimed at searching parent and teacher agreement in behavioral and emotional problems of children with mentally retarded.

The Investigation of Risk-Taking Behavior in Adolescents in Terms of Attachment Styles and Social Problem-Solving

“…Delinquent Behavior Scale: The Delinquent Behavior Scale, was developed by Kaner (2009) in order to determine behaviors among adolescents that would not be reflected to official institutions, but if they had been caught, that would be considered as crimes and get the adolescents on the wrong side of the laws. The Cronbach alpha reliability coefficient of the test was 0.93 and the test reliability coefficient was 0.89.…”

Gereksi̇ni̇m Ve Etki̇leşi̇m Temelli̇ Anne Eği̇ti̇m Programinin Zi̇hi̇n Engelli̇ Çocuklarin

“…Ayrıca normal gelişim gösteren çocuklar ile gerçekleştirilen aile rolü ve anne-baba eğitim programlarının problem davranışlar üzerine etkileri incelenirken (Kaymak Özmen, 2013;Özbey, 2010) yetersizliği olan bireylerin ailelerine yönelik hazırlanan aile eğitim programlarının etkililiğini ortaya koymayı amaçlayan çalışmaların ise bir kavram ya da beceriyi nasıl öğreteceklerini kontrol etmeyi amaçladığı görülmektedir (Batu, 2008;Cavkaytar, 1998;Cavkaytar & Pollard, 2009;Özcan & Cavkaytar, 2009). Yetersizliği olan bireylerde problem davranışları konu alan çalışmalar incelendiğinde ise problem davranışların incelenmesi (Güneş, 2008;Kaner, 2009) problem davranışlar ve müdahale yöntemleri hususunda aile görüşleri (Acar, 2000;Ceylan, 2015) problem davranışlar üzerinde etkili olduğu düşünülen değişkenler (Alıcıoğlugil, 2019;Çorbacı Serin & Girli, 2012;Hocaoğlu, 2016) normal gelişim gösteren ve yetersizliği olan bireylerin problem davranışlarının karşılaştırıldığı (Kıyak, 2016;Yoşumaz, 2013) çalışmaların ağırlık kazandığı görülmektedir. Anne çocuk etkileşimine yönelik çalışmalar incelendiğinde ise çalışmaların normal gelişim gösteren çocuklar üzerinde yoğunlaştığı (Akgün, Yılmaz & Arık, 2017;Aydın & Birol, 2020;Gençer & Aksoy, 2016;Kılınç & Aral, 2015;Özyürek & Gürleyik, 2016) özel gereksinimli bireylerde anne çocuk etkileşiminin ise otizmli bireyler üzerinde ağırlık kazandığı (Doğan, Özdemir, Gürel Selimoğlu, Töret, Özkubat & Ceyhun Duman, 2016;Oğuz & Sönmez, 2018;Töret, Özdemir & Özkubat, 2015) görülmektedir.…”