The symptoms of emotional and behavioral problems in older primary school students

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