Behavior Problems in Elementary and Preschool: Prevalence, … · 2019-08-30 · BEHAVIOR PROBLEM...

BSc in Psychology

Behavior Problems in Elementary and Preschool: Prevalence,

Attitudes & Resources

June, 2017

Authort: Dagný Hermannsdóttir

ID number: 140685-2679

BEHAVIOR PROBLEM IN ELEMENTARY AND PRESCHOOL 2

Foreword Submitted in partial fulfillment of the requirements of the BSc Psychology degree,

Reykjavík University, this thesis is presented in the style of an article for submission to a

peer-reviewed journal.


Abstract-English

Behavior problems are common both in elementary and preschools, and frequently cause

disruption in education for other students, teachers, administrators and parents. Behavior

problems is reported by teachers to be their single highest concern and is the knowledge of the

cause important so it is possible to diagnose the problem as soon as possible. The main aim of

this study was to examine the prevalence of behavior problems in elementary and preschool

as well the resources teachers have and how well prepared they are in dealing with behavior

problems. A questionnaire was sent to all elementary and preschool teachers in

Iceland. Participants were 128 elementary teachers and 121 preschool teachers. The

participants completed a questionnaire through a survey link which was sent by an e-mail.

Consistent with previous research we found that teachers often deal with behavior problem

both in elementary and in preschool. In addition, a majority of elementary and preschool

teachers reported that they would like more help dealing with behavior problem than they are

currently getting. The results underline the importance of knowledge of the cause and for

teachers to know how to deal with the problematic behavior.

Keywords: Psychology, Children, Problem behavior, Elementary school, Preschool,

Prevalence

Abstract-Icelandic

Hegðunarvandi er algengur bæði í grunnskólum og leikskólum og valda oft miklum

truflunum fyrir nemendur, kennara, stjórnendum og foreldra. Hegðunarvandamál eru eitt af

helstu áhyggjuefnum kennara og er þekking á orsökum mikilvægt svo að hægt sé að greina

vandamálið eins fljótt og auðið er. Markmið þessarar rannsóknar var að kanna algengi

hegðunarvandamála í grunnskólum og leikskólum, auk færni kennara og hversu vel

undirbúnir þeir eru til þess að takast á við hegðunarvanda. Spurningalisti var sendur til allra

grunn- og leikskólakennara á Íslandi. Þátttakendur voru 128 grunnskólakennarar og 121

leikskólakennarar. Þátttakendur svöruðu spurningalista í gegnum könnunartengil sem var

sendur með tölvupósti. Í samræmi við fyrri rannsóknir var niðurstaðan sú að kennarar þurfa

oft að takast á við hegðunarvandamál bæði í grunnskólum og leikskólum. Að auki kom í ljós

að meirihluti grunnskóla og leikskólakennara myndu vilja fá aukna aðstoð vegna

hegðunarvanda. Niðurstöðurnar leggja áherslu á mikilvægi þekkingar á orsökum

hegðunarvanda og að kennarar hafi næga þekkingu til þess að takast á við vandann.

Lykilorð: Sálfræði, Börn, Hegðunarvandi, Grunnskóli, Leikskóli, Algengi


Behavior Problems in Elementary and Preschool: Prevalence, Attitudes &

Resources.

Children´s behavior changes as they get older. What is considered normal for a child

of a certain age may be undesirable when the same child gets older. For example, it is not

unusual for young children to have temper tantrums, as frequent temper tantrums can be a

sign of emotional and behavioral problems (Wakschlag et al., 2012). Behavioral problems

appears as a result of an interaction between biological susceptibilities and environmental

stressors. In general, behavioral problems are temporary, and come to the surface as children

struggle to reach developmental milestones (Luangrath & Hiscock, 2011). Behavior problems

can manifest themselves as frequent tantrums or a serious assaults (Kimonis, Frick, &

McCarthy, 2014). Children who emit behavior problems at the age three to six years old are

more likely to experience peer rejection, school discipline problems, failure, and drop out

(Kazdin, 1993; Strain, Lambert, Kerr, Stagg, & Lenkner, 1983; Tremblay, 2000). Children

with behavioral problems are often struggling with other difficulties such as emotional

problems and social difficulties. Those children have a difficult time dealing with emotions

such as anger and frustration and they respond poorly to adversity in the social environment

(Frick & Morris, 2005). Children with behavioral problems are often struggling with

multifarious and serious problems affecting their life, family and school. Parents and teachers

often stand in despair when dealing with children with behavioral problems (Kimonis et al.,

2014). Behavior problem are often boisterous, lingering and can be expensive for the society

if intervention does not occur early (Kimonis et al., 2014).

Prevalence & Resources

Behavioral problems are common in elementary and preschools (Alkon, Ramler, &

MacLennan, 2003; Pianta & Caldwell, 1990; Taylor-greene et al., 1997). Children who emit

frequent behavior problems causes a lot of disruption in education for other students, teachers,


administrators and parents. Although school administrators and teachers try everything they

can to control the students who show misbehavior, often those procedures are not effective

(Taylor-greene et al., 1997). Children often spend a large part of the day in elementary

schools or preschools, therefore teachers often end up having to deal with the behavioral

problems which occur (Belsky, 2006; Early Child Care Research Network, 2003; Skalická,

Belsky, Stenseng, & Wichstrøm, 2015). Children start in preschool when they are about two

years old. When they are in the sixth year of age they lapse into elementary school where they

graduate from on the sixteenth year of age. About 10-20% of children in preschool show

significant behavior problems and is it reported by teachers their single highest concern

(Alkon et al., 2003; Joseph & Strain, 2004; Pianta & Caldwell, 1990). Also have studies

indicate that between 3 and 11% of children and adolescents can be considered exhibiting

seriously behavioral problems (McCurdy, Mannella, & Eldridge, 2003; Shaffer et al., 1996).

Studies shows that behavioral problems in schools are constantly increasing as well as

violence and anti-social behavior. This evolution is a lot of concern both in Iceland and

abroad (Franzen & Kamps, 2008; Koop & Lundberg, 1992; Lewis, Sugai, & Colvin, 1998;

Luiselli, Putnam, & Sunderland, 2002; Sigurgeirsson & Kaldalóns, 2006).

Also, research indicates that behavioral problems increase from preschools to

elementary school, which suggest a higher rate of behavioral problems occurs in elementary

schools (Silver, Measelle, Armstrong, & Essex, 2005). This increase could be explained with

changed environment. Usually, the children are moving from smaller groups to larger ones.

They have to find their way through big school buildings, and are leaving the environment

that they know for a completely new and unknown environment that can cause insecurity in

the child and cause them to behave unsuitable. In addition, more responsibility and demands

are put on the children, they may not possess the appropriate skills which is expected of them

and may need before they start in school. Also, it is possible that not all children are ready for


school attendance though they have reach the age of six years old, yet all children are required

to start in school when they have achieved that age (Ladd, Herald, & Kochel, 2006; O. L.

Walker & Henderson, 2012; Wesley & Buysse, 2003). It is important that children know

appropriate social skills before starting school to facilitate them those changes e.g. waiting

their turn, share, ability to solve problems (Rubin & Krasnor, 1983; O. L. Walker &

Henderson, 2012). In a study conducted by Lin, Lawrence and Gorrell on preschool teachers

view on important skills for children to know before school attendance, it was revealed that

teachers think that preparing the children for the social demands that occur in the classroom

and school environment are more critical for school readiness than focusing on developing

academic skills. Furthermore, the teachers reported that children’s abilities to take turns,

share, follow instructions, avoid troublemaking, tell what they want and thoughts are essential

school readiness skills (Lin, Lawrence, & Gorrell, 2003).

Knowledge of the cause, evolution and nature of emotional and behavioral problems

in children is important, so it is possible to diagnose the problem as soon as possible. That

way, problems can be tackled quickly and correctly, with different treatment options that may

apply at any given time (Pardini & Frick, 2013). Research has shown that teachers often feel

that they have not received adequate training to deal with behavior problem, they consider

themselves to be ineffective, that they do not get enough support, and having to deal with

behavioral problems often leads to increased stress for them (Abidin & Robinson, 2002;

Barrett & Davis, 1995; Houston & Williamson, 1993; Nelson, Maculan, Roberts, & Ohlund,

2001a). Therefore, it is important for teachers to know how to deal with the problem and

intervene soon as possible.

Interventions

Behavior problem do not occur without a cause, rather behavior problems is usually a

communication method serving some specific purpose (Horner, 2000; Pardini & Frick, 2013).


There are several methods that have been used in dealing with behavior problem. The Good

Behavior Game (GBG) and Positive Behavior Support (PBS) are two of those methods and

have been used in elementary schools and preschools to decrease problem behavior. GBG is

usually applied for a brief period of time during a particular activity or setting in class

(Donaldson, Vollmer, Krous, Downs, & Berard, 2011). The teacher splits the class into teams,

creates rules for behavior, and distributes points either for proper behavior (Fishbein &

Wasik, 1981) or for problem behavior (Barrish, Saunders, & Wolf, 1969; Tanol, Johnson,

McComas, & Cote, 2010). Research have showed that the GBG successfully reduces problem

behavior or increases appropriate behavior (Flower, McKenna, Bunuan, Muething, & Vega,

2014). However, other studies have shown that the problem behavior is unchanged instantly

before or after the game was played (Donaldson, Wiskow, & Soto, 2015; Fishbein & Wasik,

1981).

Another common method that has been used in relation to behavioral problems is

Positive Behavior Support. PBS it is a support system for students, used for reaching

important social and learning outcomes, increase quality of life and prevent behavior problem

(Horner, 2000; Johnston, Foxx, Jacobson, Green, & Mulick, 2006; Turnbull, Edmonson,

Griggs, Wickhan, & al, 2002). The aim of the PBS is to promote a safe school environment

and positive school culture that promotes the desirable behavior and improved school

performance. PBS focus on individual lifestyle and the natural settings around him which

occur in his home, school and community settings involving teachers, families, and possibly

others. PBS is used for student with and with out special needs (Turnbull et al., 2002; Warren

et al., 2003). Studies have shown good results using PBS where behavior problem decreased

in all cases (Bradshaw, Mitchell, & Leaf, 2010; Bradshaw, Reinke, Brown, Bevans, & Leaf,

2008; Bradshaw, Waasdorp, & Leaf, 2012; Horner, Sugai, & Anderson, 2010). Furthermore,


research indicates that if behavior problem is not addressed at an early age, the pattern is

likely to remain and possibly expand (H. M. Walker, 1994).

Current study

In this study, the aim is to examine the prevalence of behavioral problems that occurs

in preschools and elementary schools in Iceland, as well the resources teachers have and how

well prepared they are in dealing with behavior problems. With the previously cited literature

in mind, the following hypothesis were proposed: 1. Majority of teachers to day are dealing

with behavior problems and elementary teachers experience more behavioral problems in

their daily work than preschool teachers, 2. There is a difference in behavioral problems

between ages groups of students, 3. More teachers would like to get additional help because

of behavior problems in class, 4. The element that preschool and elementary teachers find to

be the most difficult in their work is to address behavioral problems, 5. Those teachers who

were taught skills to deal with behavioral problems possess more knowledge about how to

address the problem, and 6. Elementary and preschool teachers will have similar opinions on

which skills are most important for children to know before advance to elementary school.

Method

Participants

The participants in the study were a convenience sample of 249 teachers from all

elementary schools and preschools in Iceland. The elementary teachers ranged from 25 to 53

years of age and the preschool teachers age ranged from 20 to 50 years of age. Women were

an overwhelming majority of participants, as for elementary school 114 were women and 14

men and for preschool teachers 118 were women and 3 men. Participants were asked to select

the range of years they were born in: 1987-1997, 1977-1986, 1967-1976 and 1966 or earlier.

The most common range was 1967-1976 for both elementary teachers and preschool teachers.


Measures

Two questionnaires were constructed by the researcher. One questionnaire was

designed for the elementary school teachers (see Appendix A) and one questionnaire was

designed for the preschool teachers (see Appendix B). Background information was assessed

with questions regarding demographic information (i.e. gender, age, period of employment).

Survey Monkey, an online survey software hosted the two study questionnaire. The

elementary questionnaire included 14 questions and regarded the teachers knowledge and

resources of behavioral problem in classroom, what behavior they considered to be

problematic and behavior problems prevalence. The questionnaires contained both open and

closed questions. In the processing of data, the researcher used all of the questions, except

three (see questions 3, 4, and 5 in Appendix A). The preschool questionnaire included 16

questions and regarded the teachers knowledge and resources of behavioral problem in their

work, what behavior they considered to be problematic and behavior problems prevalence.

The questionnaires contained both open and closed questions. In the processing of data, the

researcher used all of the questions, except five (see questions 3, 4, 5, 15 and 16 in Appendix

B). The ages groups were coded into the groups six-nine, ten-thirteen and fourteen-sixteen

years olds, which are the equivalents of the three age groups in the Icelandic school system

(youngest stage, middle stage and teenager).

Procedure

The study was conducted over the course of two weeks in early March 2017. An e-

mail with a request for participation was sent out to all principals and preschool director in

all elementary and preschools in Iceland, and they asked to forward the e-mail on to their

teachers. An introduction letter was specially made and presented in the e-mail before

participants began the survey. The letter contained information about the survey and that all

BEHAVIOR PROBLEM IN ELEMENTARY AND PRESCHOOL 10 Pe

rcen

tage

questions were optional and answers untraceable (see Appendix C). Participants took part

through a survey link that was included in the e-mail.

Design and Data Analysis

Data were analyzed with SPSS. Word and Excel were used to design figures and

tables. Descriptive statistics were shown for all variables. To test the proposed hypothesis, the

following statistical analysis were conducted: cross tabulation, chi square tests, one –Way

ANOVA, and Wilcox W rank test. In addition, there was one open, write-in question, which

the researcher analyzed and categorized into seven groups (see further in the results section).

Results

Majority of elementary teachers and preschool teachers reported that they needed to

deal with behavioral problems in class. Figure 1 shows that the elementary teachers needed to

deal with behavior problems very often, however majority of preschool teacher reported that

they deal with behavior problem often.

Figure 1. Percentages of Teachers Who Estimated How Often They Needed to Deal with

Behavioral Problem

28.7

34.4

29.5

6.6

0.8

35.4

27.6 29.1

7.9

0.00

5

10

15

20

25

30

35

40

Very often Often Sometimes Seldom Never

Preschool teachers Elementary teachers


Table 1 shows the proportion of elementary teachers and preschool teachers who

considered different types of behavior to be problem behaviors. Hurting others was the type

of behavior that most teachers considered to be a problem behavior. The greatest difference in

elementary teachers and preschool teachers opinion applied to interruptions, where

elementary teachers found such behavior to be more problematic than preschool teachers.

Table 1

Percentage of Elementary Teachers and Preschool Teachers Who Considered Specific

behavior to be Problematic


Show anger when something

is taken away from them

42.2% 33.6%

Have difficulty switching

from one activity to another

30.3% 18.9%

Do not follow instructions 71.6% 84.4%

Hurt others 90.8% 85.2%

Have a hard time sitting still 34.9% 29.5%

Interrupt others 22.0% 46.7%

N=109 N=122

To test hypothesis two, i.e. whether there was a difference between age groups

regarding behavioral problems, a One-Way ANOVA was conducted. Levene´s test indicated

homogeneity of variance (F(2, 113) = 1.188, p = .309). The One-Way ANOVA showed that

the difference was not significant in behavioral problem in elementary schools among the age

groups; age six to nine (N = 51, M = 2.06, SD = 0.925), age ten to thirteen (N = 44, M = 2.16,


SD = 1.033), age fourteen to sixteen (N = 21, M = 2.14, SD = 1.062); F(2, 113) = 0.133, p =

.876.

To test hypothesis three, a cross table (see Table 2) and a chi-square test were

conducted. Among teachers who claimed to need help because of behavioral problems, 61.3%

would like to get more help than they currently receive. However, among teacher who claim

to not need help because of behavioral problems 30.5% actually received help. The chi-square

test revealed that there was a statistical difference χ2(4) = 80.71, p = .000.

Table 2

Proportion of Teachers Who Think They Need More Help and Whether They Receive it

Get help Sometimes get help Don´t get help N

χ2

Need help 38.7% 51.6% 9.7% 42 80.71

Sometimes need help 20.8% 54.7% 24.5% 30

Don´t need help 11.1% 19.4% 69.4% 54

Total 19 38 69 126

Participants were presented with an open, write-in question about the heaviest

challenges in teaching. Answers were categorized into seven groups and results reported in

Figure 2. The answers were used to test hypotheses four. Both preschool and elementary

teachers reported that behavioral problems were the biggest challenge. The biggest difference

was in number of children and co-workers where preschool teachers considered these aspects

to be more problematic than elementary teachers.


Percen

tage

Figure 2. Percentage of Teachers Who Reported on What Aspect of Work Was Most Difficult

to Deal With

To test hypothesis five, a Chi-square test of independence was performed to examine

the relation between knowledge and skills training. A Chi-square test revealed (see in Table

3), preschool teachers who were taught skills to deal with behavior problems perceived

themselves to be more knowledgeable then those who were not taught skills, χ2(1) = 5.684, p

= .017. Among elementary teachers, 51.3% of those who were taught skills to deal with

behavior problem thought they had more knowledge, compared to 34.7% of those who were

not taught the skills. However, the difference was not significant, χ2(1) = 3.328, p = .068.

Table 3

The Difference in Knowledge Among Teachers Who Received Training in Behavior Problems

and Those Who Did Not


Knowledge

Knowledge

More Less N χ2 More Less N

χ2

Taught skills 62.5% 37.5% 96 5.68* 51.3% 48.7% 76 3.33

46.0

6.0

19.0

9.01.0

5.0

14.0

61.4

6.93.0 0.0

4.0 3.0

21.8

0

10

20

30

40

50

60

70

Behavior problem

Follow instructions

Too many children

Co-workers Parents Children dysphoria

other

Preschool Elementary school


Not taught skills

36.0% 64.0% 25 34.7% 65.3% 49

Total 69 52 56 69

*p < 0.05

Hypothesis six was tested using Wilcox W rank test. Table 3 shows mean ranks for

the important of skills children need to have before they start in elementary school according

to preschool and elementary teachers. Wilcoxon W rank test showed no significant

differences in mean ranks of the skills. Both preschool and elementary teachers considered

obeying orders to be the most important skills for children to have before they start in

elementary school.

Table 3

Descriptive Statistics for Skills Elementary and Preschool Teachers View are Important for

Children to Have Before They Start in First Grade

Preschool teachers Elementary teachers Wilcoxon W

rank test N M SD N M SD Z p Follow instructions 97 3.33 2.384 78 3.42 2.601 .000 1000

Practical communication 109 3.76 2.947 85 4.27 2.656 -1908 .056

Share 101 4.13 2.048 78 4.26 2.029 -.441 .659 Dress on their own 100 4.82 2.143 85 4.74 2.709 -.184 .854 Wait for teachers attention 103 4.99 1.724 83 4.51 1.990 -1728 .084

Admit and complement 119 5.45 2.403 95 5.49 2.264 -.054 .957

Sit still 107 5.61 2.366 75 6.00 2.105 -.942 .346 Stand in line 110 6.51 2.282 78 6.14 2.278 -1342 .180 Know the letters 117 6.68 2.602 90 6.24 2.969 -.746 .456


Discussion

The primary aim of the study was to examine the prevalence of behavior problems in

elementary and preschool in Iceland, as well what resources teachers have and how well

prepared they are in dealing with behavior problems. The purpose was also to examine

whether teachers are getting the help they need in order to deal with the problem.

The results of the current study support the first hypothesis that majority of teachers in

both elementary and preschools have to deal with behavioral problems in their work. A total

of 63% of elementary teachers reported that they needed to deal with behavior problems very

often or often, and 63.1% of preschool teachers reported that they need to deal with behavior

problems very often or often. Also, a higher proportion of elementary teachers claimed having

to deal with behavioral problems than preschool teachers, as 35.4% of elementary teachers

reported that they need to deal with behavior problem very often and while the proportion was

28.7% for preschool teachers. Results of the current study were consistent with former

findings, showing that behavioral problems are rising and are becoming more common in

elementary schools than in preschools (Franzen & Kamps, 2008; Luiselli et al., 2002; Silver

et al., 2005; Taylor-greene et al., 1997). Furthermore, when elementary and preschool

teachers were asked which behavior they considered to be a behavioral problem there was a

difference between answers of these two groups. However, they both agreed that hurting

others was at the top of the list of being a behavior problem. The study does not support the

second hypothesis, since there was no difference in behavioral problems between age groups.

That tells us that behavioral problems is quite stable throughout the years in elementary

schools.

The study supported the third hypothesis, as the results showed that 61.3% of teachers

would like to get more help than they are currently getting in dealing with behavior problems.

These findings are consistent with previous studies showing that teachers often consider


themselves to be ineffective and that they do not get enough support when it comes to

behavior problems (Abidin & Robinson, 2002; Barrett & Davis, 1995; Houston &

Williamson, 1993; Nelson, Maculan, Roberts, & Ohlund, 2001b). Furthermore, the study also

supported the fourth hypothesis, as the results showed that a great number of teachers

reported that behavioral problems are the main part of their work that they find most difficult

to address, or 46% of preschool teachers and 61.4% of elementary teachers. This is a rather

high rate of report and tells us that it is necessary to take appropriate arrangements on

behavior problems to unburden teachers and to provide them with appropriate assistance so

they can address the problematic behavior successfully. The study supported the fifth

hypothesis, about whether teachers that had been taught skills to deal with behavioral

problems would find themselves to possess knowledge on how to manage the problem. We

found that those who had received some training in dealing with behavior problems felt they

had more knowledge than those who had not received training. These findings tell us how

important it is to equip teachers and teach them different skills to address such a problems

like behavior problem. The study supported the sixth hypothesis that elementary and

preschool teachers have similar opinions on which skills are most important for the children

to know before advance to elementary school. Wilcoxon W rank test showed no significant

differences in mean ranks of the skills. That tells us that both elementary and preschool

teacher agree on what skills are most desirable for children to know before starting school.

Limitations

The current study is not without limitations. One of the limitation of the

study concerns the number of answers, since the survey was sent out to all elementary and

preschools in Iceland, only 249 answers were received. In addition, it was not possible to

examine the response rate, as the survey was forwarded on to the teachers by the principal or

preschool director. Therefore, it was not possible to see from which school or which part of


the country the answers were coming from. Also, it is interesting to see that women are the

overwhelmingly majority of these professional, as only 17 men participated in the study

against 232 women.

Conclusions

Despite the above limitations, the study relied a convenience sample, not a randomly

selected sample as is most often feasible. However, in this case, convenience sampling can be

considered a strength, as it was easy to get participants, also the study was easy in execution.

It should be mentioned that the results of the study used self-reported data from the teachers

themselves and therefore the results can not be generalized on behavior problem in schools.

However, the current study gives some insight into the prevalence of behavior problems in

Iceland and how prepared teachers think they are when they need to address the problem. In

conclusion, the present study underlines the importance of knowledge of the cause, evolution

and nature of behavioral problems in children. Furthermore, it is extremely important that

teachers have knowledge of how to deal with the problem and what resources are available.

There are still many questions to be answered. Recommendations for future research would

be to divide teacher responses by regions and examine whether there is a difference in

behavioral problems between district and explore possible reasons for behavior problems.

Also, it would be interesting to see whether there is a differences in behavioral problems

between genders. Moreover, it would be interesting to examine what skills teachers are using

both in elementary and preschool to deal with behavioral problems and whether they are

effective.


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Appendix A

Skilgreining á hegðunarvanda: Ögrandi og/eða erfið hegðun, sem gerist reglulega, og er truflandi og/eða hamlandi fyrir

barnið og aðra í kringum það.

1. Kyn?

2. Hvaða ár ertu frædd/ur?

3. Hvað hefur þú kennt í mörg ár?

4. Hvaða bekk ertu að kenna í dag?

5. Hvað eru mörg börn í bekk hjá þér?

6. Þarft þú að fást við hegðunarvanda í bekknum? (sjá skilgreiningu á hegðunarvanda efst á blaðinu)

• Aldrei

• Sjaldan

• Stundum

• Oft

• Mjög oft

7. Ef að eftirfarandi hegðun kemur oftar en einu sinni fyrir, myndir þú telja hana sem hegðunarvanda? (krossa við ef

þú telur þetta vera vanda)

• Að vera reið/reiður þegar einhver tekur dót af þér

• Að eiga erfitt með að skipta úr einu í annað

• Fara ekki eftir fyrimælum

• Meiða aðra (klípa/slá)

• Erfitt með að sitja kjurr/kyrr

• Að grípa frammí

• Annað _____________

8. Færð þú aðstoð í bekkinn vegan hegðunarvanda ?

• Já

• Stundum

• Nei

9. Telur þú þig þurfa aðstoð í bekkinn vegan hegðunarvanda?

• Já

• Stundum

• Nei

10. Voru þér kenndar aðferðir til þess að takast á við hegðunarvanda

• Já

• Nei

11. Finnst þér þú hafa næga þekkingu (og tæki) til þess að takast á við hegðunarvanda?

• Enga

• Litla

• Sæmilega

• Mikla

• Mjög mikila

12. Hvað finnst þér erfiðast að takast á við í kennslu? _________


13. Hvaða færni finnst þér mikilvægt fyrir börn að kunna áður en þau fara í 1.bekk ? Merktu frá 1 (mikilvægast) til 9

(minna mikilvægast).

Ef þú hefur aldrei kennt 1. bekk máttu sleppa þessari spurning.

• Geta setið kjurr

• Fara eftir fyrirmælum

• Kunna að deila með öðrum

• Geta staðið í röð

• Geta beðið eftir athygli kennara

• Kunna stafina

• Geta klætt sig sjálf

• Hagnýt samskipti, s.s kunna biðja um aðstoð eða athygli frá öðrum

• Kunna að viðurkenna og hrósa öðrum

14. Er eitthvað annað sem þér finnst mikilvægt fyrir börn að hafa náð tökum á áður en þau fara í grunnskóla? Ef þú

hefur aldrei kennt 1. bekk máttu sleppa þessari spurning. ___________

Appendix B

Skilgreining á hegðunarvanda: Ögrandi og/eða erfið hegðun, sem gerist reglulega, og er truflandi og/eða hamlandi fyrir

barnið og aðra í kringum það.

1. Kyn?

2. Hvaða ár ertu frædd/ur?

3. Hvað hefur þú unnið á leikskóla í mörg ár?

4. Hvað eru börnin gömul sem þú vinnur með?

5. Hvað eru mörg börn á deildinni hjá þér?

6. Þarft þú að fast við hegðunarvanda inná deild? (sjá skilgreiningu á hegðunarvanda efst á blaðinu)

• Aldrei

• Sjaldan

• Stundum

• Oft

• Mjög oft

7. Ef að eftirfarandi hegðun kemur oftar en einu sinni fyrir, myndir þú telja hana sem hegðunarvanda? (krossa við ef

þú telur þetta vera vanda)

• Að vera reið/reiður þegar einhver tekur dót af þér

• Að eiga erfitt með að skipta úr einu í annað

• Fara ekki eftir fyrimælum

• Meiða aðra (klípa/slá)

• Erfitt með að sitja kjurr/kyrr

• Að grípa frammí

• Annað _____________

8. Færð þú aðstoð inn á deild vegan hegðunarvanda?

• Já

• Stundum

• Nei

9. Telur þú þig þurfa aðstoð inn á deild vegan hegðunarvanda?


• Já

• Stundum

• Nei

10. Voru þér kenndar aðferðir til þess að takast á við hegðunarvanda?

• Já

• Nei

11. Finnst þér þú hafa næga þekkingu (og tæki) til þess að takast á við hegðunarvanda?

• Enga

• Litla

• Sæmilega

• Mikla

• Mjög mikila

12. Hvað finnst þér erfiðast að takas á við í daglegu starfi inn á deild? ________

13. Hvaða færni finnst þér mikilvægt fyrir börn að kunna áður en þau fara í 1.bekk ? Merktu frá 1 (mikilvægast) til 9

(minna mikilvægast).

Ef þú hefur aldrei kennt 1. bekk máttu sleppa þessari spurning.

• Geta setið kjurr

• Fara eftir fyrirmælum

• Kunna að deila með öðrum

• Geta staðið í röð

• Geta beðið eftir athygli kennara

• Kunna stafina

• Geta klætt sig sjálf

• Hagnýt samskipti, s.s kunna biðja um aðstoð eða athygli frá öðrum

• Kunna að viðurkenna og hrósa öðrum

14. Er eitthvað annað sem þér finnst mikilvægt fyrir börn að hafa náð tökum á áður en þau fara í grunnskóla? Ef þú

hefur aldrei kennt 1. bekk máttu sleppa þessari spurning. __________

15. Eru þið með markvissan undirbúning fyrir þau börn sem eru að fara byrja í skóla (skólahóp)? (til þess að gera

aðlögun þeirra auðveldari)

• Enga

• Litla

• Sæmilega

• Mikla

• Mjög mikla

16. Getur þú gefið dæmi af undirbúningi fyrir grunnskóla? ___________


Appendix C

Behavior Problems in Elementary and Preschool: Prevalence, … · 2019-08-30 · BEHAVIOR PROBLEM...

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