Parent-Teacher Agreement On Cognitive Disengagement Syndrome Symptoms In School-Age Children

Akın Tahıllıoğlu; Burcu Kardaş; Ömer Kardaş; Nagihan Saday Duman; Emel Sarı Gökten; Merve Çıkılı Uytun; Özlem Kahraman; Esra Özdemir; Ayşe Irmak Taşdemir; Zeyneb Lushi Şan; Funda Dönder Şen; Elif Kurt Yılmaz; Gamze Yılmaz Türkel; Merve Ergüven Demirtaş; Eyüp Sabri Ercan

Makale detayları

Parent-Teacher Agreement On Cognitive Disengagement Syndrome Symptoms In School-Age Children

Yazarlar:

Akın Tahıllıoğlu | Burcu Kardaş | Ömer Kardaş | Nagihan Saday Duman | Emel Sarı Gökten | Merve Çıkılı Uytun | Özlem Kahraman | Esra Özdemir | Ayşe Irmak Taşdemir | Zeyneb Lushi Şan | Funda Dönder Şen | Elif Kurt Yılmaz | Gamze Yılmaz Türkel | Merve Ergüven Demirtaş | Eyüp Sabri Ercan

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Psikiyatri

Dergi:

Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi Vol.12 Issue 1, pp.72-79

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001343455

pISSN:

2147-9607

Anahtar kelimeler:

Özet:

 Aim: This study examined how well parent and teacher reports are concordant in evaluating Cognitive Disengagement Syndrome CDS symptoms in school-age children. Method: The epidemiological sample consisted of 268 randomly chosen children aged 7 to 11 from four metropolitan cities in Turkey. Both parents and teachers evaluated the children by completing the Barkley Sluggish Cognitive Tempo Scale- Children and Adolescents BSCTS-CA and the CDS-Child Behavior Checklist CDS-CBCL. Agreement and correlations between parent and teacher reports regarding CDS were assessed via coefficients of Cohens Kappa k and Spearmans Rho r. Results: Parents were not in agreement with teachers concerning the presenceabsence of CDS k0,143, p0,042 according to BSCTS-CA evaluation; k0,039, p0,366 according to CDS-CBCL evaluation. However, parent and teacher ratings on CDS-daydreaming and CDS-sluggish scores of BSCTS-CA showed medium correlation r0,375, r0,305; respectively; all p0,001; whereas showed low correlation on CDS-CBCL total scores r0,290, p0,001. Parent and teacher ratings showed low correlations on 9 out of 12 BSCTS-CA items all r0,26, all p0,05 and on 3 out of 4 CDS-CBCL items all r0,16, all p0,05. Conclusion: The findings demonstrate that parents and teachers are in low agreement and concordance in evaluating CDS in school-age children. Despite medium-level correlations on both CDS symptom dimensions, the concordance between parents and teachers on almost all CDS symptoms remains at low levels. Although the outcomes may vary across different cultures, clinicians should pay regard to low inter-rater agreement on CDS symptoms in school-age children while evaluating them for CDS.

 Aim: This study examined how well parent and teacher reports are concordant in evaluating Cognitive Disengagement Syndrome CDS symptoms in school-age children. Method: The epidemiological sample consisted of 268 randomly chosen children aged 7 to 11 from four metropolitan cities in Turkey. Both parents and teachers evaluated the children by completing the Barkley Sluggish Cognitive Tempo Scale- Children and Adolescents BSCTS-CA and the CDS-Child Behavior Checklist CDS-CBCL. Agreement and correlations between parent and teacher reports regarding CDS were assessed via coefficients of Cohens Kappa k and Spearmans Rho r. Results: Parents were not in agreement with teachers concerning the presenceabsence of CDS k0,143, p0,042 according to BSCTS-CA evaluation; k0,039, p0,366 according to CDS-CBCL evaluation. However, parent and teacher ratings on CDS-daydreaming and CDS-sluggish scores of BSCTS-CA showed medium correlation r0,375, r0,305; respectively; all p0,001; whereas showed low correlation on CDS-CBCL total scores r0,290, p0,001. Parent and teacher ratings showed low correlations on 9 out of 12 BSCTS-CA items all r0,26, all p0,05 and on 3 out of 4 CDS-CBCL items all r0,16, all p0,05. Conclusion: The findings demonstrate that parents and teachers are in low agreement and concordance in evaluating CDS in school-age children. Despite medium-level correlations on both CDS symptom dimensions, the concordance between parents and teachers on almost all CDS symptoms remains at low levels. Although the outcomes may vary across different cultures, clinicians should pay regard to low inter-rater agreement on CDS symptoms in school-age children while evaluating them for CDS.

 Aim: This study examined how well parent and teacher reports are concordant in evaluating Cognitive Disengagement Syndrome CDS symptoms in school-age children. Method: The epidemiological sample consisted of 268 randomly chosen children aged 7 to 11 from four metropolitan cities in Turkey. Both parents and teachers evaluated the children by completing the Barkley Sluggish Cognitive Tempo Scale- Children and Adolescents BSCTS-CA and the CDS-Child Behavior Checklist CDS-CBCL. Agreement and correlations between parent and teacher reports regarding CDS were assessed via coefficients of Cohens Kappa k and Spearmans Rho r. Results: Parents were not in agreement with teachers concerning the presenceabsence of CDS k0,143, p0,042 according to BSCTS-CA evaluation; k0,039, p0,366 according to CDS-CBCL evaluation. However, parent and teacher ratings on CDS-daydreaming and CDS-sluggish scores of BSCTS-CA showed medium correlation r0,375, r0,305; respectively; all p0,001; whereas showed low correlation on CDS-CBCL total scores r0,290, p0,001. Parent and teacher ratings showed low correlations on 9 out of 12 BSCTS-CA items all r0,26, all p0,05 and on 3 out of 4 CDS-CBCL items all r0,16, all p0,05. Conclusion: The findings demonstrate that parents and teachers are in low agreement and concordance in evaluating CDS in school-age children. Despite medium-level correlations on both CDS symptom dimensions, the concordance between parents and teachers on almost all CDS symptoms remains at low levels. Although the outcomes may vary across different cultures, clinicians should pay regard to low inter-rater agreement on CDS symptoms in school-age children while evaluating them for CDS.

 Giriş ve Amaç: Bu çalışmanın amacı, okul çağındaki çocuklarda Bilişsel Kopma Sendromu BKS semptomlarının değerlendirilmesinde ebeveyn ve öğretmen bildirimlerinin ne kadar uyumlu olduğunun incelenmesidir. Gereç ve Yöntemler: Örneklem Türkiyenin dört büyük şehrinden 7 ila 11 yaş aralığında rastgele seçilen 268 çocuktan oluşan epidemiyolojik bir örneklemdir. Hem ebeveynler hem de öğretmenler, Barkley Yavaş Bilişsel Tempo Ölçeği-Çocuklar ve Ergenler BYBTÖ-ÇE ve BKS-Çocuk ve Ergenlerde Davranış Değerlendirme Ölçeğini BKS-ÇDDÖ doldurmuşlardır. BKS ile ilgili ebeveyn ve öğretmen puanlamaları arasındaki uyum ve korelasyonlar, Cohenin Kappa k ve Spearman Rho r katsayıları aracılığıyla değerlendirilmiştir. Bulgular: Olgularda BKSnin varlığına veya yokluğuna yönelik olarak ebeveynler öğretmenlerle uyum içinde saptanmamıştır BYBTÖ-ÇE değerlendirmesine göre k0,143, p0,042; BKS-ÇDDÖ değerlendirmesine göre k0,039, p0,366. Ancak, ebeveyn ve öğretmenlerin BYBTÖ-ÇEnin BKS-gündüz düşleri ve BKS-yavaşlık puanlamaları orta düzeyde korelasyon sırasıyla r0,375, r0,305; tüm p0,001, BKS-ÇDDÖ toplam puanlamaları ise düşük düzeyde korelasyon göstermiştir r0,290, p0,001. Ebeveyn ve öğretmen değerlendirmeleri arasında 12 BYBTÖ-ÇE maddesinin 9unda tüm r0,26, tüm p0,05 ve 4 BKS-ÇDDÖ maddesinin 3ünde tüm r0,16, tüm p0,05 düşük düzeyde korelasyon saptanmıştır. Sonuç: Bulgular, ebeveynler ve öğretmenlerin okul çağındaki çocuklarda BKSyi değerlendirmede düşük düzeyde fikir birliği ve uyum içinde olduğunu göstermektedir. Her iki BKS semptom boyutunda orta düzeyde korelasyon saptanmasına rağmen, neredeyse tüm BKS semptomlarındaki uyum ebeveynler ve öğretmenler arasında düşük düzeyde kalmaktadır. Sonuçlar farklı kültürlerde değişebilse de klinisyenler okul çağındaki çocukları BKS açısından değerlendirirken BKS semptomları açısından değerlendiriciler arasındaki uyumun düşük düzeyde olmasını dikkate almalıdırlar.

Makale detayları

Parent-Teacher Agreement On Cognitive Disengagement Syndrome Symptoms In School-Age Children

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Psikiyatri

Dergi:

Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi Vol.12 Issue 1, pp.72-79

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001343455

pISSN:

2147-9607

cognitive disengagement syndrome

parent-teacher agreement

assessment

concordance

CDS

sluggish cognitive tempobilişsel kopma sendromu

ebeveyn-öğretmen uyumu

değerlendirme

konkordans

BKS

yavaş bilişsel tempo

Sayı

Makale detayları

Yayıncı: Manisa Celal Bayar University

Ana Başlıklar: Psikiyatri

Dergi: Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi Vol.12 Issue 1, pp.72-79

Belge Tipi: Makale

Yayın Tarihi: 3/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001343455

pISSN: 2147-9607

Sayı

Yayıncı:

Manisa Celal Bayar University

Ana Başlıklar:

Psikiyatri

Dergi:

Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi Vol.12 Issue 1, pp.72-79

Belge Tipi:

Makale

Yayın Tarihi:

3/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001343455

pISSN:

2147-9607