RAZLIKE U SIMPTOMIMA IMPULZIVNOSTI/HIPERAKTIVNOSTI, EMOCIONALNIH PROBLEMA, NEPAŽNJE I ANTISOCIJALNOSTI S OBZIROM NA PROCIJENJENE POTREBE ZA DODATNOM POMOĆI U UČENJU I KOREKCIJE PONAŠANJA
DIFFERENCES IN SYMPTOMS OF IMPULSIVITY / HYPERACTIVITY, EMOTIONAL PROBLEMS, NEGLIGENCE AND ANTISOCIALITY GIVEN THE ASSESED NEED FOR ADDITIONAL LEARNING ASSISTANCE AND BEHAVIORAL CORRECTIONS

Author(s): Nataša Vlah, Stojanka Varda, Vlatka Družinec
Subject(s): Educational Psychology, Inclusive Education / Inclusion
Published by: UNIVERZITET U SARAJEVU – PEDAGOŠKI FAKULTET
Keywords: behavior correction; impulsivity / hyperactivity; inattention; emotional problems; antisocialism; learning aids;
Summary/Abstract: The basic aim of the paper was to determine whether there are any significant differences among pupils for whom their classteachers detect the behavioral difficulties. Differences are observed in the estimated symptoms of impulsivity / hyperactivity, inattention, emotional problems and antisociality considering the classteacher's view on the need for additional learning assistance and behavioral correction. In the conducted survey, the primary school teachers of all regions of Croatia voluntarily and anonymously detected 1087 pupils from the first to the eighth grade with behavioral difficulties. They estimated them on the Vanderbilt scale of the student's behavioral symptoms. Factor analysis confirmed four dimensions of student behavior: impulsivity / hyperactivity, emotional problems, inattention and antisociality. The hypothesis have been tested by two analyzes of the differences in behavioral symptoms among students, considering the assesed need for additional help in (i) learning assistance (ii) behavioral correction.Educators estimate that additional learning assistance is needed for students who exhibit more inattention, emotional problems, and impulsivity / hyperactivity. They also estimate that additional help in correcting behavior is needed for students who exhibit more antisociality, impulsivity / hyperactivity and inattention.The results of this research can help to better understand preventive and early intervention strategies to protect the educational rights of students' with behavioral difficulties. It is necessary to empower teachers in their competence to work with those students. It is also necessary to plan organized and systematic forms of professional assistance for those students in school.

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