dc.creator | Popović-Ćitić, Branislava | |
dc.creator | Bukvić, Lidija | |
dc.date.accessioned | 2021-06-17T13:46:15Z | |
dc.date.available | 2021-06-17T13:46:15Z | |
dc.date.issued | 2018 | |
dc.identifier.isbn | 978-86-7447-128-9 | |
dc.identifier.isbn | 978-86-7447-128-9 | |
dc.identifier.uri | http://rfasper.fasper.bg.ac.rs/handle/123456789/2905 | |
dc.description.abstract | Students with disabilities in their emotional and social development constitute one of
the categories of children to whom, in the context of an inclusive education system, it is
necessary to provide additional support. Although prevalence rates of individual emotional
and behavioral problems of school children varies across different countries, the range
is on average from 10 to 20 percent in developed Western countries (eg. Abu-Rayya &
Yang, 2012; Kieling et al., 2011; Ravens Sieberer et al., 2008) to 50 percent in countries in
development (eg. Hussein, 2010; Muzammil et al., 2009; Reddy et al., 2011; Thabet et al.,
2000). It is undisputed that early identification of students with disabilities in emotional
and behavioral functioning has significance for further assessment and treatment
of specific problems, and taking measures of additional educational, health or social
support, especially because there is strong scientific evidence that school achievement
and commitment to schoolwork are associated with emotional and behavioral difficulties
(Hossain, 2013).
In addition to the multitude of instruments covering specific domains of emotional
and behavioral problems (eg, ADHD, anxiety, behavioral disorders) two instruments that
provide the possibility of valid and reliable assessment of a large number of problems
of children and adolescents are well known and widely used in science: Achenbach
system of Empiricaly based assessment - ASEBA (Achenbach, 1991) and Goodman’s
Strengths and difficulties questionnaire (The Strengths and difficulties questionnaire -
SDQ; Goodman, 1997). The advantages of these instruments are reflected in the fact
that they cover a wide range of emotional and behavioral problems, they are directed not
only at weaknesses but also at positive behavioral characteristics, and there are versions
available for different informants (teachers, parents and adolescent self-assessment)
(Rothenberger & Woerner, 2004).
Achenbach’s system of Empiricaly based assessment is primarily focused on the
clinical evaluation of emotional and behavioral problems of children and adolescents.
Because of test procedures, which are time-consuming, and the fact that they contain a | |
dc.language | en | |
dc.publisher | Institute for Educational Research
Belgrade, Serbia | |
dc.publisher | Volgograd State Socio-Pedagogical University
Volgograd, Russia | |
dc.publisher | Faculty of Teacher Education, University of Belgrade
Belgrade, Serbia | |
dc.rights | openAccess | |
dc.rights.uri | https://creativecommons.org/licenses/by-sa/4.0/ | |
dc.source | Challenges and perspectives of inclusive education | |
dc.title | The symptoms of emotional and behavioral problems in older primary school students | en |
dc.type | conferenceObject | |
dc.rights.license | BY-SA | |
dc.citation.epage | 151 | |
dc.citation.other | : 137-151 | |
dc.citation.rank | M14 | |
dc.citation.spage | 137 | |
dc.description.other | Challenges and Perspectives of Inclusive Education | |
dc.identifier.fulltext | http://rfasper.fasper.bg.ac.rs/bitstream/id/8778/jdfghsrhsr.pdf | |
dc.identifier.rcub | https://hdl.handle.net/21.15107/rcub_rfasper_2905 | |
dc.type.version | publishedVersion | |