Nastavnička procena teškoća u domenu pažnje kod dece mlađeg školskog uzrasta

Abstract

The aim of this research is to determine the relationship between teacher and direct assessment of the presence of attentional difficulties in younger school-aged children. Thirty-eight children (42.1% of girls), aged between 7 and 11 years (expressed in months: M=106.2, SD=13.05) participated in the research. They attend I-IV grade of primary school. According to teacher’s opinion based on the observation of the child’s attention during school activities, the participants were grouped into two categories: attentive (44.7%) and inattentive (55.3%) students. Direct assessment of attention was conducted using tasks for assessing the span, maintenance and selectivity of attention that are part of the Protocol for the Assessment of Cognitive Abilities. Data on the presence of ADHD symptoms were collected using a diagnostic interview of ADHD in children (ACE). The analysis of the results revealed statistically significant differences between groups of students who were characterized by teachers as attentive and inattentive on the attention span (p = 0.010) and selectivity (p = 0.021) of visual attention. The correlation between indirect and direct assessment of attention is statistically significant in the domains of nonverbal auditory attention, attention maintenance and the number of errors on the task of selectivity of visual attention.

Cilj ovog istraživanja je da se utvrdi odnos između nastavničke i direktne procene prisustva teškoća u domenu pažnje kod dece mlađeg školskog uzrasta. U istraživanju je učestvovalo trideset osmoro ispitanika (42,1% devojčica), uzrasta 7-11 godina (izraženo u mesecima, AS = 106,21, SD = 13,05), učenika I-IV raz- reda osnovne škole. Na osnovu mišljenja nastavnika, zasnovanog na opservaciji pažnje deteta tokom školskih aktivnosti, ispitanici su grupisani u dve kategorije: pažljivi (44,7%) i nepažljivi (55,3%) učenici. Direktna procena pažnje sprovedena je primenom zadataka za procenu raspona, održavanja i selektivnosti pažnje koji pripadaju Protokolu za procenu kogni- tivnih sposobnosti. Podaci o prisustvu simptoma ADHD prikupljeni su pomoću Intervjua za evaluaciju prisustva ADHD kod dece. Analizom rezultata utvrđene su statistički značajne razlike među grupama učenika koje su nastavnici okarakterisali kao pažljive i nepažljive u dome- nu raspona (p = 0,010) i selektivnosti (p = 0,021) vizuelne pažnje. Korelacija rezultata Intervjua za evaluaciju prisustva ADHD kod dece i direktne pro- cene pažnje je statistički značajna u domenima neverbalne auditivne pažnje, održavanja pažnje i broja grešaka tokom rešavanja zadatka selektivnosti vizuelne pažnje.