Bērnu uzvedības problēmu un vecāku audzinošās uzvedības izmaiņas pēc dalības modificētajā Multimodālās agrīnās intervences programmā STOP 4-7
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Latvijas Universitāte
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lav
Abstract
Pētījuma mērķis bija noskaidrot, vai un kādas izmaiņas ir vērojamas bērnu uzvedībā pēc bērnu, vecāku un skolotāju dalības modificētajā agrīnās intervences programmā STOP 4-7, kā arī vai un kādas izmaiņas vērojamas vecāku audzinošā uzvedībā. Kā arī noskaidrot, vai pastāv atšķirības bērnu uzvedības problēmu izmaiņām, salīdzinot rezultātus oriģinālajā un modificētajā STOP 4-7 programmā. Lai izvērtētu programmu, tika veikts eksperimentāls pētījums, kas ietvēra divas eksperimentālas grupas - oriģinālās programmas dalībnieki (n = 31) un modificētās programmas dalībnieki (n = 48). Šajā darbā tika izmantoti trīs datu ievākšanas instrumenti - Bērna uzvedības novērtējuma aptauja (1.5-5 gadi), Bērna uzvedības novērtējuma aptauja (6-18 gadi) un Ģentes vecāku audzinošās uzvedības aptauja. Pētījumā atklājās, ka pēc dalības modificētajā programmā STOP 4-7, ir samazinājušies bērnu agresīvas uzvedības un uzmanības problēmu rādītāji pēc vecāku un skolotāju novērtējuma un pēc skolotāju novērtējuma ir samazinājies noteikumu pārkāpumu rādītājs. Rezultāti norāda, ka pēc dalības programmā, ir palielinājies vecāku audzinošas uzvedības – disciplinēšanas un materiālo apbalvojumu rādītājs. Salīdzinot oriģinālo un modificēto programmu, rezultāti rāda, ka pastāv statistiski nozīmīgas atšķirības agresīvas uzvedības rādītājos, uzrādot lielāku grūtību samazināšanos oriģinālajā programmā, balstoties uz vecāku novērtējumu.
The aim of the study was to find out whether and what changes are observed in the behavior of children after the participation of children, parents and teachers in the modified early intervention program STOP 4-7, as well as whether and what changes are observed in the parenting behavior of parents. As well as to find out if there are differences in the changes in children's behavioral problems, comparing the results in the original and modified STOP 4- 7 program. To evaluate the program, an experimental study was performed, which included two experimental groups - participants of the original program (n = 31) and participants of the modified program (n = 48). Three data collection tools were used in this work - Child Behavior Checklist for Ages 1.5-5, Child Behavior Checklist for Ages 6-18 and Ghent Parental Behavior Scale. The study revealed that after participating in the modified program STOP 4-7, the rates of aggressive behavior and attention problems of children have decreased according to the evaluation of parents and teachers, and the rate of violations of the rules has decreased according to the evaluation of teachers. The results indicate that after participating in the program, the rate of parenting behavior – discipline and material rewards has increased. Comparing the original and modified programs, the results show that there are statistically significant differences in the rates of aggressive behavior, showing a greater reduction in difficulty in the original program based on parental assessment.
The aim of the study was to find out whether and what changes are observed in the behavior of children after the participation of children, parents and teachers in the modified early intervention program STOP 4-7, as well as whether and what changes are observed in the parenting behavior of parents. As well as to find out if there are differences in the changes in children's behavioral problems, comparing the results in the original and modified STOP 4- 7 program. To evaluate the program, an experimental study was performed, which included two experimental groups - participants of the original program (n = 31) and participants of the modified program (n = 48). Three data collection tools were used in this work - Child Behavior Checklist for Ages 1.5-5, Child Behavior Checklist for Ages 6-18 and Ghent Parental Behavior Scale. The study revealed that after participating in the modified program STOP 4-7, the rates of aggressive behavior and attention problems of children have decreased according to the evaluation of parents and teachers, and the rate of violations of the rules has decreased according to the evaluation of teachers. The results indicate that after participating in the program, the rate of parenting behavior – discipline and material rewards has increased. Comparing the original and modified programs, the results show that there are statistically significant differences in the rates of aggressive behavior, showing a greater reduction in difficulty in the original program based on parental assessment.